DISCAPACIDAD INTELECTUAL Y TEORÍA HISTÓRICO-CULTURAL: un rescate de los textos de Vygotsky
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Olh@res (Universidade Federal de São Paulo) |
Texto Completo: | https://periodicos.unifesp.br/index.php/olhares/article/view/14482 |
Resumo: | This article seeks to analyze the set of texts written between the 20s and 30s of the 20th century, in which L. S. Vygotsky (1896-1934) addresses the issue of intellectual disability in an attempt to point out that the theorist inaugurates an interpretation ahead of his historical time and that many of the discussions engendered by it took effect only in the 21st century with the advent of inclusion and accessibility policies. The effort is to demonstrate that all these writings point to the need to reformulate pedagogical and therapeutic attitudes that focus their practices only on biological processes or on what is considered deficient and subject to adjustments. The revolutionary understanding lies in affirming that the laws that govern the development of the social being do not make distinctions between people, they are unique for all individuals, and necessarily depend on the quality of the mediational processes that take place in the exchange between humans. Where other theories postulate the defense of a reduced education, in content and interactions, the Historical-Cultural Theory maintains that the difficulties arising from intellectual disability can be compensated through full social development that takes place in an inclusive and collaborative environment. |
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DISCAPACIDAD INTELECTUAL Y TEORÍA HISTÓRICO-CULTURAL: un rescate de los textos de VygotskyDEFICIÊNCIA INTELECTUAL E TEORIA HISTÓRICO-CULTURAL: um resgate aos textos de VigotskiSpecial educationIntellectual DisabilityPsychology and Educationeducação especialinclusãopsicologia e educaçãoEducación especialDiscapacidad intelectualPsicología y EducaciónThis article seeks to analyze the set of texts written between the 20s and 30s of the 20th century, in which L. S. Vygotsky (1896-1934) addresses the issue of intellectual disability in an attempt to point out that the theorist inaugurates an interpretation ahead of his historical time and that many of the discussions engendered by it took effect only in the 21st century with the advent of inclusion and accessibility policies. The effort is to demonstrate that all these writings point to the need to reformulate pedagogical and therapeutic attitudes that focus their practices only on biological processes or on what is considered deficient and subject to adjustments. The revolutionary understanding lies in affirming that the laws that govern the development of the social being do not make distinctions between people, they are unique for all individuals, and necessarily depend on the quality of the mediational processes that take place in the exchange between humans. Where other theories postulate the defense of a reduced education, in content and interactions, the Historical-Cultural Theory maintains that the difficulties arising from intellectual disability can be compensated through full social development that takes place in an inclusive and collaborative environment.Este artículo busca analizar el conjunto de textos escritos entre los años 20 y 30 del siglo XX, en los que L. S. Vygotsky (1896-1934) aborda el tema de la discapacidad intelectual en un intento de señalar que el teórico inaugura una interpretación por delante de su tiempo histórico y que muchas de las discusiones engendradas por él se hicieron efectivas recién en el siglo XXI con el advenimiento de las políticas de inclusión y accesibilidad. El esfuerzo es demostrar que todos estos escritos apuntan a la necesidad de reformular actitudes pedagógicas y terapéuticas que centren sus prácticas solo en los procesos biológicos o en lo que se considera deficiente y sujeto a ajustes. La comprensión revolucionaria radica en afirmar que las leyes que rigen el desarrollo del ser social no hacen distinciones entre personas, son únicas para todos los individuos, y dependen necesariamente de la calidad de los procesos mediadores que se dan en el intercambio entre humanos. Donde otras teorías postulan la defensa de una educación reducida, en contenidos e interacciones, la Teoría Histórico-Cultural sostiene que las dificultades derivadas de la discapacidad intelectual pueden ser compensadas a través del pleno desarrollo social que se produce en un entorno inclusivo y colaborativo.O presente artigo busca analisar o conjunto de textos escritos, entre os anos 20 e 30 do século XX, em que L. S. Vigotski (1896-1934) aborda a questão da deficiência intelectual na tentativa de apontar que o teórico inaugura uma interpretação à frente do seu tempo histórico e que muitas das discussões engendradas por ele tomaram vigor apenas no século XXI com o advento das políticas de inclusão e acessibilidade. O esforço é demonstrar que a totalidade desses escritos aponta para a necessidade de reformulação de atitudes pedagógicas e terapêuticas que focalizam suas práticas apenas nos processos biológicos ou naquilo que se considera deficitário e passível de ajustamentos. O entendimento revolucionário encontra-se em afirmar que as leis que regem o desenvolvimento do ser social não fazem distinções de pessoas, são únicas para todos os indivíduos, e dependem necessariamente da qualidade dos processos mediacionais que se efetivam no intercâmbio entre os humanos. Onde outras teorias postulam a defesa de uma educação reduzida, em conteúdos e interações, a Teoria Histórico-Cultural sustenta que as dificuldades oriundas da deficiência intelectual podem ser compensadas por meio do pleno desenvolvimento social que se efetiva em um meio inclusivo e colaborativo.Universidade Federal de São Paulo2023-05-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unifesp.br/index.php/olhares/article/view/1448210.34024/olhares.2023.v11.14482Olhares: Revista do Departamento de Educação da Unifesp; v. 11 n. 1 (2023): Revista Olhares - UNIFESP - Publicação contínua (continuous publishing)2317-7853reponame:Olh@res (Universidade Federal de São Paulo)instname:Universidade Federal de São Paulo (UNIFESP)instacron:UNIFESPporhttps://periodicos.unifesp.br/index.php/olhares/article/view/14482/10735Copyright (c) 2023 Fabrício Santos Dias de Abreu, Patrícia Lima Martins Pederivahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessAbreu, Fabrício Santos Dias de Pederiva, Patrícia Lima Martins2023-05-29T12:18:14Zoai:ojs.pkp.sfu.ca:article/14482Revistahttp://www.olhares.unifesp.br/index.php/olhares/indexPUBhttp://www.olhares.unifesp.br/index.php/olhares/oai||revistaeducacaounifesp@gmail.com|| remarcilio@gmail.com2317-78532317-7853opendoar:2023-05-29T12:18:14Olh@res (Universidade Federal de São Paulo) - Universidade Federal de São Paulo (UNIFESP)false |
dc.title.none.fl_str_mv |
DISCAPACIDAD INTELECTUAL Y TEORÍA HISTÓRICO-CULTURAL: un rescate de los textos de Vygotsky DEFICIÊNCIA INTELECTUAL E TEORIA HISTÓRICO-CULTURAL: um resgate aos textos de Vigotski |
title |
DISCAPACIDAD INTELECTUAL Y TEORÍA HISTÓRICO-CULTURAL: un rescate de los textos de Vygotsky |
spellingShingle |
DISCAPACIDAD INTELECTUAL Y TEORÍA HISTÓRICO-CULTURAL: un rescate de los textos de Vygotsky Abreu, Fabrício Santos Dias de Special education Intellectual Disability Psychology and Education educação especial inclusão psicologia e educação Educación especial Discapacidad intelectual Psicología y Educación |
title_short |
DISCAPACIDAD INTELECTUAL Y TEORÍA HISTÓRICO-CULTURAL: un rescate de los textos de Vygotsky |
title_full |
DISCAPACIDAD INTELECTUAL Y TEORÍA HISTÓRICO-CULTURAL: un rescate de los textos de Vygotsky |
title_fullStr |
DISCAPACIDAD INTELECTUAL Y TEORÍA HISTÓRICO-CULTURAL: un rescate de los textos de Vygotsky |
title_full_unstemmed |
DISCAPACIDAD INTELECTUAL Y TEORÍA HISTÓRICO-CULTURAL: un rescate de los textos de Vygotsky |
title_sort |
DISCAPACIDAD INTELECTUAL Y TEORÍA HISTÓRICO-CULTURAL: un rescate de los textos de Vygotsky |
author |
Abreu, Fabrício Santos Dias de |
author_facet |
Abreu, Fabrício Santos Dias de Pederiva, Patrícia Lima Martins |
author_role |
author |
author2 |
Pederiva, Patrícia Lima Martins |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Abreu, Fabrício Santos Dias de Pederiva, Patrícia Lima Martins |
dc.subject.por.fl_str_mv |
Special education Intellectual Disability Psychology and Education educação especial inclusão psicologia e educação Educación especial Discapacidad intelectual Psicología y Educación |
topic |
Special education Intellectual Disability Psychology and Education educação especial inclusão psicologia e educação Educación especial Discapacidad intelectual Psicología y Educación |
description |
This article seeks to analyze the set of texts written between the 20s and 30s of the 20th century, in which L. S. Vygotsky (1896-1934) addresses the issue of intellectual disability in an attempt to point out that the theorist inaugurates an interpretation ahead of his historical time and that many of the discussions engendered by it took effect only in the 21st century with the advent of inclusion and accessibility policies. The effort is to demonstrate that all these writings point to the need to reformulate pedagogical and therapeutic attitudes that focus their practices only on biological processes or on what is considered deficient and subject to adjustments. The revolutionary understanding lies in affirming that the laws that govern the development of the social being do not make distinctions between people, they are unique for all individuals, and necessarily depend on the quality of the mediational processes that take place in the exchange between humans. Where other theories postulate the defense of a reduced education, in content and interactions, the Historical-Cultural Theory maintains that the difficulties arising from intellectual disability can be compensated through full social development that takes place in an inclusive and collaborative environment. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-05-29 |
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 |
https://periodicos.unifesp.br/index.php/olhares/article/view/14482 10.34024/olhares.2023.v11.14482 |
url |
https://periodicos.unifesp.br/index.php/olhares/article/view/14482 |
identifier_str_mv |
10.34024/olhares.2023.v11.14482 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.unifesp.br/index.php/olhares/article/view/14482/10735 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Fabrício Santos Dias de Abreu, Patrícia Lima Martins Pederiva https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Fabrício Santos Dias de Abreu, Patrícia Lima Martins Pederiva https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Paulo |
publisher.none.fl_str_mv |
Universidade Federal de São Paulo |
dc.source.none.fl_str_mv |
Olhares: Revista do Departamento de Educação da Unifesp; v. 11 n. 1 (2023): Revista Olhares - UNIFESP - Publicação contínua (continuous publishing) 2317-7853 reponame:Olh@res (Universidade Federal de São Paulo) instname:Universidade Federal de São Paulo (UNIFESP) instacron:UNIFESP |
instname_str |
Universidade Federal de São Paulo (UNIFESP) |
instacron_str |
UNIFESP |
institution |
UNIFESP |
reponame_str |
Olh@res (Universidade Federal de São Paulo) |
collection |
Olh@res (Universidade Federal de São Paulo) |
repository.name.fl_str_mv |
Olh@res (Universidade Federal de São Paulo) - Universidade Federal de São Paulo (UNIFESP) |
repository.mail.fl_str_mv |
||revistaeducacaounifesp@gmail.com|| remarcilio@gmail.com |
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1800217247038308352 |