Jean Itard and Victor of Aveyron: contemporary perspectives on the narrative of a teaching experience in the early 19th century
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/22493 |
Resumo: | This article arose from the challenge of the Special Education and Inclusion Study and Research Group – GEPE at the Federal University of Santa Maria (UFSM), to write about the meeting between the physician Jean Itard, and the wild boy known as Victor do Aveyron. The preparation of this text takes the meticulous narratives written by Itard in France, from 1801 to 1806, as empirical materiality. The study aims to analyze this historical event from the present readings and understand the influence of epistemology and educational policies in Special Education practices. The study shows the changes between an individual education, guided by the education of the senses and current inclusion policies, and also makes an encouragement to reflect if the logic of “education for all” does not present the risk of denial of difference. The Analysis of the reports of Itard and Victor do Aveyron’ educational work contributes to the understanding of an era, and it also provokes reflection about the still present inquiries into the interference of biological and social aspects in human development. Despite the enthusiasms and disappointments explained by Itard in Victor’s education, his analyzed experience with contemporary epistemological frameworks contributes to the understanding of the necessary break with belief in biological determinism, emphasizing the importance of social interaction for learning and human development. |
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Jean Itard and Victor of Aveyron: contemporary perspectives on the narrative of a teaching experience in the early 19th centuryJean Itard e Victor do Aveyron: olhares contemporâneos sobre a narrativa de uma experiência pedagógica do início do século XIXSpecial EducationSocial interactionSocial isolation.Educação especialInteração socialIsolamento social.This article arose from the challenge of the Special Education and Inclusion Study and Research Group – GEPE at the Federal University of Santa Maria (UFSM), to write about the meeting between the physician Jean Itard, and the wild boy known as Victor do Aveyron. The preparation of this text takes the meticulous narratives written by Itard in France, from 1801 to 1806, as empirical materiality. The study aims to analyze this historical event from the present readings and understand the influence of epistemology and educational policies in Special Education practices. The study shows the changes between an individual education, guided by the education of the senses and current inclusion policies, and also makes an encouragement to reflect if the logic of “education for all” does not present the risk of denial of difference. The Analysis of the reports of Itard and Victor do Aveyron’ educational work contributes to the understanding of an era, and it also provokes reflection about the still present inquiries into the interference of biological and social aspects in human development. Despite the enthusiasms and disappointments explained by Itard in Victor’s education, his analyzed experience with contemporary epistemological frameworks contributes to the understanding of the necessary break with belief in biological determinism, emphasizing the importance of social interaction for learning and human development.Este artigo surgiu do desafio do Grupo de Estudos e Pesquisaem Educação Especiale Inclusão – GEPE da Universidade Federal de Santa Maria (UFSM), para escrever sobre o encontro do médico Jean Itard e o garoto selvagem conhecido como Victor do Aveyron. A elaboração deste texto toma como materialidades empíricas as meticulosas narrativas escritas por Itard na França, no período de1801 a1806. O estudo objetiva analisar esse acontecimento histórico a partir das leituras do presente e compreender a influência de epistemologias e políticas educacionais nas práticas da Educação Especial. O estudo evidencia as mudanças entre uma educação individual, pautada da educação dos sentidos e políticas atuais de inclusão, instigando, também, a refletir se a lógica da “educação para todos” não apresenta o risco da negação da diferença. A análise dos relatórios do trabalho educacional de Itard e Victor do Aveyron contribui para a compreensão de uma época, mas provoca, também, a reflexão acerca de indagações ainda presentes quanto à interferência de aspectos biológicos e sociais no desenvolvimento humano. Apesar dos entusiasmos e desencantos explicitados por Itard na educação de Victor, sua experiência analisada com referenciais epistemológicos contemporâneos contribui para a compreensão da necessária ruptura com crenças no determinismo biológico, enfatizando a importância da interação social para a aprendizagem e desenvolvimento humano.Universidade Federal de Santa Maria2016-11-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/2249310.5902/1984686X22493Special Education Magazine; Revista Educação Especial, v. 29, n. 56, set./dez. 2016; 583-596Revista de Educación Especial; Revista Educação Especial, v. 29, n. 56, set./dez. 2016; 583-596Revista Educação Especial; Revista Educação Especial, v. 29, n. 56, set./dez. 2016; 583-5961984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/22493/pdfCopyright (c) 2016 Revista Educação Especialinfo:eu-repo/semantics/openAccessPieczkowski, Tania Mara Zancanaro2017-01-13T14:32:36Zoai:ojs.pkp.sfu.ca:article/22493Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2017-01-13T14:32:36Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Jean Itard and Victor of Aveyron: contemporary perspectives on the narrative of a teaching experience in the early 19th century Jean Itard e Victor do Aveyron: olhares contemporâneos sobre a narrativa de uma experiência pedagógica do início do século XIX |
title |
Jean Itard and Victor of Aveyron: contemporary perspectives on the narrative of a teaching experience in the early 19th century |
spellingShingle |
Jean Itard and Victor of Aveyron: contemporary perspectives on the narrative of a teaching experience in the early 19th century Pieczkowski, Tania Mara Zancanaro Special Education Social interaction Social isolation. Educação especial Interação social Isolamento social. |
title_short |
Jean Itard and Victor of Aveyron: contemporary perspectives on the narrative of a teaching experience in the early 19th century |
title_full |
Jean Itard and Victor of Aveyron: contemporary perspectives on the narrative of a teaching experience in the early 19th century |
title_fullStr |
Jean Itard and Victor of Aveyron: contemporary perspectives on the narrative of a teaching experience in the early 19th century |
title_full_unstemmed |
Jean Itard and Victor of Aveyron: contemporary perspectives on the narrative of a teaching experience in the early 19th century |
title_sort |
Jean Itard and Victor of Aveyron: contemporary perspectives on the narrative of a teaching experience in the early 19th century |
author |
Pieczkowski, Tania Mara Zancanaro |
author_facet |
Pieczkowski, Tania Mara Zancanaro |
author_role |
author |
dc.contributor.author.fl_str_mv |
Pieczkowski, Tania Mara Zancanaro |
dc.subject.por.fl_str_mv |
Special Education Social interaction Social isolation. Educação especial Interação social Isolamento social. |
topic |
Special Education Social interaction Social isolation. Educação especial Interação social Isolamento social. |
description |
This article arose from the challenge of the Special Education and Inclusion Study and Research Group – GEPE at the Federal University of Santa Maria (UFSM), to write about the meeting between the physician Jean Itard, and the wild boy known as Victor do Aveyron. The preparation of this text takes the meticulous narratives written by Itard in France, from 1801 to 1806, as empirical materiality. The study aims to analyze this historical event from the present readings and understand the influence of epistemology and educational policies in Special Education practices. The study shows the changes between an individual education, guided by the education of the senses and current inclusion policies, and also makes an encouragement to reflect if the logic of “education for all” does not present the risk of denial of difference. The Analysis of the reports of Itard and Victor do Aveyron’ educational work contributes to the understanding of an era, and it also provokes reflection about the still present inquiries into the interference of biological and social aspects in human development. Despite the enthusiasms and disappointments explained by Itard in Victor’s education, his analyzed experience with contemporary epistemological frameworks contributes to the understanding of the necessary break with belief in biological determinism, emphasizing the importance of social interaction for learning and human development. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-11-07 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/22493 10.5902/1984686X22493 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/22493 |
identifier_str_mv |
10.5902/1984686X22493 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/22493/pdf |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 Revista Educação Especial info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Revista Educação Especial |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 29, n. 56, set./dez. 2016; 583-596 Revista de Educación Especial; Revista Educação Especial, v. 29, n. 56, set./dez. 2016; 583-596 Revista Educação Especial; Revista Educação Especial, v. 29, n. 56, set./dez. 2016; 583-596 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
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1799944200665432064 |