Vygotsky e a Teoria histórico-cultural: análise da inclusão escolar de deficientes intelectuais

Abstract

Analyzes the educational inclusion of the intellectually disabled in the perspective of the Historical-Cultural Theory (THC). Defended by L. S. Vygotsky and his collaborators, is based on the general law of cultural development, on two levels: - first, interpersonal and then, intrapersonal. The Belarusian thinker, however, stresses that through social relations filled with meanings, it arises the development of cultural or higher psychological functions mediated by the other, through language, sign par excellence. That is, the essence of the cultural development consist on the appropriation and in the social domain. The purpose of this article is to address intellectual disabilities in light of the THC perspective. It was utilized, exclusively, bibliographic research, the main authors mentioned were Lev Vygotsky Semenovitch (1997) and Ana Maria Nurdi Padilha (2014). The text focuses on four topics: 1- Change of nomenclature from mental disability to intellectual disabilities; 2- Educational inclusion / exclusion; 3- Historical-Cultural Theory.; and intellectual disability 4-Inclusion of the intellectually disabled in the Historical Cultural perspective, in order to foster debate on educational inclusion of intellectually disabled ,not only as a product of organic conditions, nevertheless, cultural and social.