THEORETICAL-METHODOLOGICAL APPROACHES BETWEEN THE SOCIO- CULTURAL PERSPECTIVE OF LITERACY STUDIES AND THE HISTORICAL- CULTURAL THEORY

Approximations between the sociocultural perspective of literacies and Historical-Cultural Theory can contribute to research in Education, with a focus on language, which often does not address the theoretical-methodological complexity of Historical-Cultural Studies. Our objective is to identify approximations between such theories, explaining possible contributions they can bring to theoretical-methodological approaches. The regularities are aspects related to the text and context, relationships between the subject and the world; constitution as a subject and human development; construction of meanings and construction of knowledge. The discussions on analysis are essentially theoretical, focus on microgenesis, approaching ethnography as deep theorization and microgenetic analysis. The contributions emerge as comprehensive analysis indicators, which can guide procedures in research in Education, allowing deeper views on subjectivation processes: a) the degree of abstraction and generality relations; b) guided participation; c) cultural artifacts and mediated action; and d) the processes of signification.