AS CONTRIBUIÇÕES DE PIAGET E VYGOTSKY PARA A COMPREENSÃO DO DESENVOLVIMENTO COGNITIVO NA APRENDIZAGEM ESCOLAR

This article aims to provide an in-depth analysis of the main theoretical contributions of Jean Piaget and Lev Vygotsky to the understanding of cognitive development and its direct relationship with the school learning process. This bibliographic research is grounded in classical works from Educational Psychology as well as contemporary studies that revisit and expand upon the perspectives of both authors. Initially, the article presents a historical contextualization of the constructivist and sociocultural theories, highlighting their epistemological foundations and their distinct conceptions of how knowledge is constructed. A comparative analysis follows, emphasizing how each theorist understands the role of social interaction, the significance of symbolic exchanges, and the importance of pedagogical mediation in learning. Theoretical findings show that, although Piaget and Vygotsky agree on the active nature of the learner, they differ regarding the emphasis attributed to the social environment, language, and the intervention of a more experienced individual. It is concluded that integrating the assumptions of both authors provides valuable support for pedagogical practices that respect students’ individual learning pace while promoting cooperation, dialogue, and the collective construction of knowledge.