Schooling of students with disabilities in Brazil: approaches with Lev Vygotsky studies
UN ANÁLISIS BAJO LA PERSPECTIVA DE LOS ESTUDIOS LEV VYGOTSKY
DOI:
https://doi.org/10.47456/krkr.v1i9.29287Abstract
This article aims to investigate the schooling process of people with disabilities in Brazil, approaching this phenomenon to some theoretical assumptions of Lev Vygotsky's work, especially to the writings provided in the “Fundamentals of Defectology”. This is a bibliographic study, in which we sought to understand the schooling processes of people with disabilities in Brazil, in order to discuss the fundamentals, which support the school inclusion process. The results pointed to a historical process of segregation of people with disabilities, which manifested itself in different ways: deprivation within specialized institutions, submission to silence and abandonment. Based on studies of defectology, which in turn consider human development in and by the community, the relevance of school inclusion was highlighted, since the humanization process occurs through cultural appropriation. In view of this perspective, it is concluded that the school gains prominence as a privileged space for the transmission of knowledge historically systematized by humanity.
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