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(Reference retrieved automatically from SciELO through information on FAPESP grant and its corresponding number as mentioned in the publication by the authors.)

Development and Deficiency in the Historical-Cultural Perspective: Contributions for Special and Inclusive Education

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Débora Dainez
Total Authors: 1
Document type: Journal article
Source: Revista de psicología (Santiago); v. 26, n. 2, p. -, Dez. 2017.

Abstract: The aim of this paper is to discuss aspects related to the development and education of children with disabilities in contemporary times, based on the historical-cultural psychology. The case of a student with multiple disabilities is analyzed within the context of a public secondary school in Brazil, and possible contributions from Vygotsky’s ideas for special and inclusive education are highlighted. The results reveal the following: the social environment contradiction which can be configured as a source of development or the locus impairing new psychological formations; the dynamic nature of the deficiency, of its content and structure, affected by educational processes; the potential of the pedagogical mediation in the construction of the prospective action by the student with deficiency. It is stated here the importance of considering the specificities not as impairment of the pedagogical action, but as possibilities of educational actions marked by the social commitment to humanization. (AU)