The IV International Colloquium Teaching Development: Elkonin-Davidov System, aims to promote debate, reflection, exchange of experiences and the dissemination of scientific research conducted by researchers from various Brazilian and foreign institutions to developmental teaching and related to its fundamentals in the perspective of historical-dialectical materialism and the historical-cultural approach.
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    The methodology of the colloquium privileges the dissemination and discussion of the results of the research carried out in this area by invited experts, as well as by researchers and professionals working in this field, in the form of lectures, round tables, oral presentation sessions and posters; expanding the channels of diffusion and interlocution between different segments of the scientific, academic and educational community inside and outside Brazil.
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     The International Colloquium on Development Education has been held every two years since May 2012. Its first three editions have been devoted to the study of the life, thought and work of the main Russian representatives: LS Vigotski, SL Rubinstein, AM Leontiev, AV Zaporozhets, AR Lúria, DB Elkonin, VV Davidov, NF Talízina, P. Ya. Galperin, S. Makarenko, PI Zinchenko, LI Bozhovich, LA Venguer, BF Lomov, VS Mukhina, AALeontiev, VP Zinchenko, MA Danilov, MN Skatkin, M. Majmutov, PV Kopnin, GK Sereda, M. Bathtin, EV Iliénkov, FT Mikhailov, GS Kostiuk, LF Obukhova, VK Repkin, GA Zuckerman and AZ Zak
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The result of these first three events gave rise to some important works:
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-LONGAREZI, A.M. (Org.); PUENTES, R. V. (Org.). Developmental teaching: life, thought and work of the main Russian representatives. 3. ed. Uberlândia: Edufu, 2017. v. 1, 400p.
-LONGAREZI, A.M. (Org.); PUENTES, R. V. (Org.). Developmental teaching. Anthology. Book I. 1. ed. Uberlândia: Edufu, 2017, v. 1, 242p.
-LONGAREZI, A.M. (Org.); PUENTES, R. V. (Org.). Developmental teaching: psychological and didactic foundations. 1. ed. Uberlândia: Edufu, 2017, v. 5, 412p.
-PUENTES, R. V .; LONGAREZI, A.M. (Org.). Developmental teaching: life, thought and work of the main Russian representatives. Book II. 1. ed. Uberlândia: Edufu, 2016, v. 1, 408p.
From this fourth edition until the sixth, the Colloquium will be devoted to the study of the main didactic systems conceived within the Developmental Didactics of the Activity: Elkonin-Davidov system, Zankovian system and Galperin-Talízina system, in the same order.
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        The Developmental Didactics of Activity is a teaching conception that emerged in the former Soviet Union in the second half of the 1950s, based on Vygotsky's theses on the role of the obhaustion process in the development of the human psyche. The aim of this study was to establish the theoretical and methodological foundations of a school education aimed at the formation of children, based on the didactic organization of the processes, or by favoring a general method of cognitive assimilation of mental concepts and actions (Galperin-Talizina system) (Elkonin-Davidov system), and the specific methods of teaching the particular knowledge (Zankovian system).
The key theses of the Elkonin-Davidov system were developed by DB Elkonin and VV Davidov in collaboration with a large group of scientists and professors from the cities of Moscow, Kharkov, Kiev, Dushanbe, Tula, Ufa, Volgograd, Tomsk, Togliatti, Taganrog, Riga and Médnoe (Kalinin region), among others, based on theoretical-experimental research developed over more than fifty years of uninterrupted work.
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      The Elkonin-Davidov system has established numerous working groups and research centers in several cities of the former Soviet republics such as Russia, Ukraine, Belarus and Latvia. It has also created an efficient primary and secondary education program (complete elementary education) and established continuing teacher training institutions that work today.
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     The fundamental focus of this system continues to be the development of a theory of study activity, whose main content is the subject's self-transformation through the formation of theoretical thinking, which is based on the teaching of scientific concepts and mental actions . For the system, the basis of the teaching it develops is content, from which methods (or procedures) are derived to organize this teaching. Elkonin himself acknowledged that teaching plays a major role in mental development, firstly through the content of assimilated knowledge.