A child is born inserted in a certain society and at a historic time, to have relations with the
environment where he lives, he discovers a world that contributes to human development
through interactive experiences. These interactions allow the learning and the construction of
the identity of the child as a social being and history that is part of a culture, a fact that
confirms the importance of discussing how the social interactionism of Vygostsky contributes
to Early Childhood Education. In this sense, a qualitative research with bibliographic research
and case study was performed. The analyzes made it possible to understand the learning
process of children from the socio-historical theory, and to identify the characteristics of a
sociointeractionist school through a case study in a school in the center of Belém, as well as to
describe the pedagogical actions of sociointeractionist teachers in Children's learning process
in early childhood education from the case study. Finally, it is concluded that the school based
on Vygotsky's sociointeractionism allows for a more complete formation of the child,
allowing him to become and build himself as a person beyond the school walls, confirming
himself as a subject in the social space. where you live.
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