Full text
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| Author(s): |
Débora Dainez
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | Campinas, SP. |
| Institution: | Universidade Estadual de Campinas (UNICAMP). Faculdade de Educação |
| Defense date: | 2014-02-26 |
| Examining board members: |
Ana Luiza Bustamante Smolka;
Adriana Lia Friszman de Laplane;
Maria Sílvia Pinto de Moura Librandi da Rocha;
Maria Cecilia Rafael de Góes;
Gilberta Sampaio de Martino Jannuzzi
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| Advisor: | Ana Luiza Bustamante Smolka |
| Abstract | |
The objective of this work is to discuss the concept of compensation from the formulations of Lev S. Vygotsky. The text comprises: a study of the arguments of Vygotsky in dialogue with his contemporaries, more particularly with A. Adler; an analysis of the modes of appropriation of the concept by authors nowadays; an analytical reflection of the ideas of authors who have marked the history of the education of children with disabilities in Brazil. Based on these discussions, it focuses on the case of a student with multiple disabilities who entered primary education in a Brazilian public school, and seeks to analyze: 1 - The (im)possibilities of human development generated in teaching relationships; 2 - The conceptual and theoretical core that anchors the concept of compensation; 3 - The implications and impact of the concept that can contribute to inclusive education policy and practice. This work also considers the relevance of putting into discussion the irrelevance of the term compensation in possible intersection with the notion of human constitution (AU) | |
| FAPESP's process: | 10/08782-0 - Human constitution, deficiency and education: inquiring about the notion of compensation in cultural-historical perspective |
| Grantee: | Débora Dainez |
| Support Opportunities: | Scholarships in Brazil - Doctorate |