In this paper are outlined the theoretical foundations of a research program entitled “Studies on cultural-historical theory and its implications for education”. The interpretative emphasis is anchored on the philosophical anthropology of Martin Buber, since there is convergence of ideas between him and Vygotsky, especially in the examination of issues in the field of education. For both, man’s relationships to each other is the source of humanization of man; education is essentially dialogue and its mission is to promote relational possibilities. Studies and surveys conducted within the program are directed toward the critical examination and interpretation of the cultural-historical theory. These studies also seek understand the main formulations of the theory in its inaugural moment in the Soviet Union and its consequences for education in arts, sciences and the humanities. A few abstracts of studies and researches conducted within the scope of the program are presented.
Cultural-Historical Theory; psychology; education