Reflections of cultural historical theory in the policy of special education in Cuba

Detalhes bibliográficos
Autor(a) principal: Pérez Serrano, Elsie Alejandrina
Data de Publicação: 2022
Outros Autores: Labrada Silva, Ciro Miguel
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Roteiro (Joaçaba. Online)
Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/26564
Resumo: Cuban educational policy has its general theoretical foundations in Marxist philosophy and cultural-historical theory, with particularities for special education that takes place in ordinary and special schools. The article aims to explain the methodological introduction of some of the main concepts of cultural-historical theory in Cuban educational policy for special education. The methodology used is the review of normative documents of the Ministry of Education of Cuba. The essential bases of the pedagogical process for the education of students with Special Educational Needs in Cuba are in the concepts of defect structure, compensation and Zone of Proximal Development. Consequently, the work explains procedures to promote the inclusion of these students in the common school, which are rooted in Vygotsky’s conceptions of special education. These procedures legislated by the Ministry of Education are the diagnostic support commissions, the pedagogical sending and the transit and graduation process, which in harmony with the conception of the role of the environment in the formation of the personality, delimit the interaction and the establishment of collaboration and coordination relationships between teachers to promote the success of students as they pass through the educational system.
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spelling Reflections of cultural historical theory in the policy of special education in CubaReflejos de la teoría histórico cultural en la política para la educación especial en CubaTraços da teoria histórica na política da educação especial em CubaEducación cubana.Teoría histórico culturalPolítica educacional cubanaEducación especialZona de desarrollo próximoEducação cubanaTeoria histórico culturalPolítica educacional cubanaEducação especialEducação inclusivaCuban educationCultural-historical theoryCuban educational policySpecial educationInclusive educationCuban educational policy has its general theoretical foundations in Marxist philosophy and cultural-historical theory, with particularities for special education that takes place in ordinary and special schools. The article aims to explain the methodological introduction of some of the main concepts of cultural-historical theory in Cuban educational policy for special education. The methodology used is the review of normative documents of the Ministry of Education of Cuba. The essential bases of the pedagogical process for the education of students with Special Educational Needs in Cuba are in the concepts of defect structure, compensation and Zone of Proximal Development. Consequently, the work explains procedures to promote the inclusion of these students in the common school, which are rooted in Vygotsky’s conceptions of special education. These procedures legislated by the Ministry of Education are the diagnostic support commissions, the pedagogical sending and the transit and graduation process, which in harmony with the conception of the role of the environment in the formation of the personality, delimit the interaction and the establishment of collaboration and coordination relationships between teachers to promote the success of students as they pass through the educational system.El artículo tiene como objetivo explicar algunos reflejos de la teoría histórico cultural en la política educativa cubana, con énfasis en la educación especial. La metodología utilizada es la revisión de documentos normativos del Ministerio de Educación de Cuba. Las bases esenciales del proceso pedagógico para la educación del alumnado con necesidades educativas especiales en Cuba están en los conceptos de estructura del defecto, compensación y zona de desarrollo próximo. Consecuentemente, se explican procedimientos para favorecer la inclusión de estos alumnos en la escuela común que tienen su raíz en las concepciones de Vigostky sobre la educación especial. Estos procedimientos legislados por el Ministerio de Educación son las comisiones de apoyo al diagnóstico, la entrega pedagógica y el proceso de tránsito y egreso, que en armonía con la concepción del papel del medio en la formación de la personalidad, delimitan la interacción y el establecimiento de las relaciones de colaboración y coordinación entre los docentes para favorecer el éxito del alumnado a su paso por el sistema educativo.O artigo tem como objetivo explicar a introdução metodológica de alguns dos principais conceitos da teoria histórica cultural na política educacional cubana para a educação especial. A metodologia utilizada é a revisão de documentos normativos do Ministério da Educação de Cuba. As bases essenciais do processo pedagógico para a educação de estudantes com necessidades educacionais especiais em Cuba estão nos conceitos de estrutura de defeito, compensação e zona de desenvolvimento proximal. Consequentemente, o trabalho explica procedimentos para promover a inclusão desses alunos na escola comum, que estão aprofundados nas concepções da educação especial de Vygotsky. Esses procedimentos legislados pelo Ministério da Educação são as comissões de apoio ao diagnóstico, entrega pedagógica e processo de trânsito e egresso que em consonância com a concepção do papel do meio na formação da personalidade, delimitam a interação e o estabelecimento de relações de colaboração e coordenação entre professores para promover o sucesso dos alunos à medida que passam pelo sistema educacional.Universidade do Oeste de Santa Catarina2022-03-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://periodicos.unoesc.edu.br/roteiro/article/view/2656410.18593/r.v47.26564Roteiro; Vol. 47 (2022): Roteiro; e26564Roteiro; Vol. 47 (2022): Roteiro; e26564Roteiro; Vol. 47 (2022): Roteiro; e26564Roteiro; v. 47 (2022): Roteiro; e26564Roteiro; Vol. 47 (2022): Roteiro; e265642177-60590104-431110.18593/r.v47reponame:Roteiro (Joaçaba. Online)instname:Universidade do Oeste de Santa Catarina (UNOESC)instacron:UNOESCspahttps://periodicos.unoesc.edu.br/roteiro/article/view/26564/17320https://periodicos.unoesc.edu.br/roteiro/article/view/26564/17321Copyright (c) 2021 Elsie Alejandrina Pérez Serrano, Ciro Miguel Labrada Silvahttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessPérez Serrano, Elsie AlejandrinaLabrada Silva, Ciro Miguel2023-06-13T18:50:35Zoai:ojs.periodicos.unoesc.edu.br:article/26564Revistahttps://portalperiodicos.unoesc.edu.br/roteirohttps://portalperiodicos.unoesc.edu.br/roteiro/oairoteiro@unoesc.edu.br||editora@unoesc.edu.br||roteiro@unoesc.edu.br|| debora.pereira@unoesc.edu.br2177-60590104-4311opendoar:2023-06-13T18:50:35Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC)false
dc.title.none.fl_str_mv Reflections of cultural historical theory in the policy of special education in Cuba
Reflejos de la teoría histórico cultural en la política para la educación especial en Cuba
Traços da teoria histórica na política da educação especial em Cuba
title Reflections of cultural historical theory in the policy of special education in Cuba
spellingShingle Reflections of cultural historical theory in the policy of special education in Cuba
Pérez Serrano, Elsie Alejandrina
Educación cubana.
Teoría histórico cultural
Política educacional cubana
Educación especial
Zona de desarrollo próximo
Educação cubana
Teoria histórico cultural
Política educacional cubana
Educação especial
Educação inclusiva
Cuban education
Cultural-historical theory
Cuban educational policy
Special education
Inclusive education
title_short Reflections of cultural historical theory in the policy of special education in Cuba
title_full Reflections of cultural historical theory in the policy of special education in Cuba
title_fullStr Reflections of cultural historical theory in the policy of special education in Cuba
title_full_unstemmed Reflections of cultural historical theory in the policy of special education in Cuba
title_sort Reflections of cultural historical theory in the policy of special education in Cuba
author Pérez Serrano, Elsie Alejandrina
author_facet Pérez Serrano, Elsie Alejandrina
Labrada Silva, Ciro Miguel
author_role author
author2 Labrada Silva, Ciro Miguel
author2_role author
dc.contributor.author.fl_str_mv Pérez Serrano, Elsie Alejandrina
Labrada Silva, Ciro Miguel
dc.subject.por.fl_str_mv Educación cubana.
Teoría histórico cultural
Política educacional cubana
Educación especial
Zona de desarrollo próximo
Educação cubana
Teoria histórico cultural
Política educacional cubana
Educação especial
Educação inclusiva
Cuban education
Cultural-historical theory
Cuban educational policy
Special education
Inclusive education
topic Educación cubana.
Teoría histórico cultural
Política educacional cubana
Educación especial
Zona de desarrollo próximo
Educação cubana
Teoria histórico cultural
Política educacional cubana
Educação especial
Educação inclusiva
Cuban education
Cultural-historical theory
Cuban educational policy
Special education
Inclusive education
description Cuban educational policy has its general theoretical foundations in Marxist philosophy and cultural-historical theory, with particularities for special education that takes place in ordinary and special schools. The article aims to explain the methodological introduction of some of the main concepts of cultural-historical theory in Cuban educational policy for special education. The methodology used is the review of normative documents of the Ministry of Education of Cuba. The essential bases of the pedagogical process for the education of students with Special Educational Needs in Cuba are in the concepts of defect structure, compensation and Zone of Proximal Development. Consequently, the work explains procedures to promote the inclusion of these students in the common school, which are rooted in Vygotsky’s conceptions of special education. These procedures legislated by the Ministry of Education are the diagnostic support commissions, the pedagogical sending and the transit and graduation process, which in harmony with the conception of the role of the environment in the formation of the personality, delimit the interaction and the establishment of collaboration and coordination relationships between teachers to promote the success of students as they pass through the educational system.
publishDate 2022
dc.date.none.fl_str_mv 2022-03-17
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.unoesc.edu.br/roteiro/article/view/26564
10.18593/r.v47.26564
url https://periodicos.unoesc.edu.br/roteiro/article/view/26564
identifier_str_mv 10.18593/r.v47.26564
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://periodicos.unoesc.edu.br/roteiro/article/view/26564/17320
https://periodicos.unoesc.edu.br/roteiro/article/view/26564/17321
dc.rights.driver.fl_str_mv Copyright (c) 2021 Elsie Alejandrina Pérez Serrano, Ciro Miguel Labrada Silva
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Elsie Alejandrina Pérez Serrano, Ciro Miguel Labrada Silva
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade do Oeste de Santa Catarina
publisher.none.fl_str_mv Universidade do Oeste de Santa Catarina
dc.source.none.fl_str_mv Roteiro; Vol. 47 (2022): Roteiro; e26564
Roteiro; Vol. 47 (2022): Roteiro; e26564
Roteiro; Vol. 47 (2022): Roteiro; e26564
Roteiro; v. 47 (2022): Roteiro; e26564
Roteiro; Vol. 47 (2022): Roteiro; e26564
2177-6059
0104-4311
10.18593/r.v47
reponame:Roteiro (Joaçaba. Online)
instname:Universidade do Oeste de Santa Catarina (UNOESC)
instacron:UNOESC
instname_str Universidade do Oeste de Santa Catarina (UNOESC)
instacron_str UNOESC
institution UNOESC
reponame_str Roteiro (Joaçaba. Online)
collection Roteiro (Joaçaba. Online)
repository.name.fl_str_mv Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC)
repository.mail.fl_str_mv roteiro@unoesc.edu.br||editora@unoesc.edu.br||roteiro@unoesc.edu.br|| debora.pereira@unoesc.edu.br
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