Vigotski: uma abordagem da defectologia e da compensação aplicada ao modelo social de inclusão

Abstract

This research aims to analyze and understand how Vygotsky’s conceptions, based on studies in Defectology, can contribute to the educational inclusion of people with disabilities. It investigated Vygotsky’s contributions to the education of people with disabilities today, analyzing the alternative and educational paths he pointed out, with emphasis on the potential and possibilities for functional and social accessibility. In addition, we seek to present different historical contexts, in which it is noted that Vygotsky’s theoretical assumptions still need to be applicable to the pedagogical practice of students with disabilities. This study is justified because we are currently experiencing the inclusion of children with disabilities in regular schools, noticing the numerous challenges of education demonstrated by teachers regarding the conception of disability, the way teaching-learning processes, methodologies, and curriculum occur, among others. For Dainez and Smolka (2014, p. 1097), “the problem of disability must be treated (...) in the education field, focusing on social processes of development and personality formation”. Based on these premises, we reaffirm the role of collectivity in the process of overcoming the difficulties of the child with a disability and highlight the fundamental issue related to the function of the social environment, especially the space of the regular school as the scope that may or not be favoring paths for the socio-psychological overcoming of difficulties faced by children with special needs. In other words: the social relationships experienced by the child at school make their learning and development possible, considering that the laws of development and learning are the same for everyone and that these depend on the relationships established with the socio-cultural environment. The text was divided into four parts to make it more didactic: the first part is the introduction. The second part will address Vygotsky’s historical context, his life and work; the Historical-Cultural Theory and the main categories of thought directly related to psychology. In the third part, we will present some of the main philosophical categories that underpin the aforementioned Theory In the fourth part, we will present the concept of Defectology and Compensation: we analyze records and reflections on international and national documents guiding Inclusive Education in Brazil, their proposed teaching practices, using Vygotsky’s thought as a basis for critical analysis of such practices. 0, However, we conclude that it is fundamental that educators working from a critical perspective regarding dominant pedagogies produce educational methodologies that allow for the foundation of a historical-critical educational practice in all areas of education and that this procedure can contribute to the elaboration of a theoretical body that grounds the teaching and learning process while geared towards a praxis of social transformation.