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Os entendimentos sobre a aquisição da linguagem e sobre as estruturas cognitivas estão em debate no seio das ciências cognitivas. Isso se dá apesar de um grupo de acadêmicos, de forma retórica, insistir em desmerecer o modelo construtivista piagetiano, mantendo uma adesão ao inatista ponto de vista chomskyano. Nesse artigo, retoma-se o clássico debate entre esses dois sistemas de conhecimento, repensando-o em uma perspectiva psicobiológica e apresentando recentes estudos neurobiológicos que sugerem a correção do compromisso, apontado por Piaget, entre o inato e o adquirido. The understandings of language acquisition and of cognitive structures are in debate in the center of the cognitive sciences. It happens despite of a group of academics who, in a rhetorical way, insists on despising Piaget's constructivist model, keeping a connection to Chomsky's innatist theory. This paper recalls the classical debate between these two knowledge systems, rethinking it in a psychobiological perspective and presenting recent neurobiological studies that suggest a correction of commitment between innate and acquired as pointed by Piaget

Atualizando o debate entre Piaget e Chomsky em uma perspectiva neurobiológica