References
- Davydov, V. V. (2008). Problems of developmental instruction: A theoretical and experimental psychological study. Nova Science Publishers, Incorporated.
- Engeström, Y., Sannino, A., & Virkkunen, J. (2014). On the methodological demands of formative interventions. Mind, Culture, and Activity, 21(2), 118–128. https://doi.org/10.1080/10749039.2014.891868
- González Rey, F. (2016). Vygotsky’s concept of perezhivanie in the psychology of art and at the final moment of his work: Advancing his legacy. Mind, Culture, and Activity, 23(4), 305–314. https://doi.org/10.1080/10749039.2016.1186196
- Liberali, F. (2019). Transforming urban education in São Paulo: Insights into a critical-collaborative school project. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, 35(3), 3. https://doi.org/10.1590/1678-460x2019350302
- Stetsenko, A. (2013). The challenge of individuality in cultural-historical activity theory: “Collectividual” dialectics from a transformative activist stance. Outlines. Critical Practice Studies, 14(2), 07–28.
- Toulmin, S. (1978). The Mozart of psychology. New York Review of Books, 25(14), 51–57.
- Valsiner, J. (1988). Developmental psychology in the Soviet Union. Harvester Press.
- Vygotsky, L. S. (1997). The historical meaning of the crisis in psychology: A methodological investigation. The collected works of LS Vygotsky, 3, 233–343. Plenum Press.
- Zavershneva, E., & Van der Veer, R. (2017). Vygotsky’s notebooks. Springer Nature.