THE SCHOOL EDUCATION OF ADOLESCENTS AND THE FORMATION OF SELF-AWARENESS

This essay presents the contributions of historical-cultural psychology to the education of adolescents, focusing on the analysis of the relationship between school education and the formation of self-awareness during this phase of human development. For this purpose, the text establishes connections between historical-cultural psychology and historical-critical pedagogy, based on the theoretical-methodological framework of historical and dialectical materialism. The importance of the teaching and learning process of school content is emphasized as crucial for the development of conceptual thinking, representing a novel cognitive approach that fosters self-awareness during adolescence. The study concludes that these human capacities are not innate but rather products of social activity. Therefore, it is underscored that these cognitive structures may not fully develop if certain activities are lacking for a specific individual.