A ORGANIZAÇÃO SISTÊMICA DO PSIQUISMO HUMANO

This study discusses the concept of Higher Psychological Functions (HPF) from the perspective of Historical-Cultural Theory, emphasizing their systemic and dynamic organization and their implications for processes of atypical development, especially in school contexts. Grounded in the contributions of Vygotsky and Luria, the article analyzes how the socio-historical nature of psychological functions and the complexity of pedagogical activities interfere with the functional interrelations of the psychological system. In cases of atypical development, such as situations involving brain injuries or neurological impairments, a disorganization of the functional system is often observed; however, the active role of the cultural environment and pedagogical practices can promote neurofunctional rearrangements, fostering compensatory processes and alternative developmental pathways. This phenomenon is understood in neuroscience in light of the principle of functional solidarity and neural plasticity, highlighting the coordinated role of different brain areas in response to cultural demands. It is argued that educational environments planned in an intentional, creative, and mediated manner enhance the reorganization of psychological systems, especially in cases of atypical development, by mobilizing imaginative and interfunctional processes. Finally, it is argued that prospectively oriented teaching, as proposed by Vygotsky, constitutes a central element in the formation of new modes of psychological functioning, enabling individuals to overcome initial limitations and construct unique paths of development and learning.