Becoming a person through innovative inclusive education

Autores

  • Maria Serena Veggetti Sapienza University of Rome

DOI:

https://doi.org/10.15448/1981-2582.2018.3.31755

Palavras-chave:

Consciousness. Personality. Cultural-historical approach to normality vs defect. Becoming subject of school-activity. Research. Inclusion.

Resumo

1. Referring to some of the leading publications on the so called “difficult problem” of human neurosciences (consciousness), this definition is compared with the conceptualization of consciousness proposed by Vygotskij and shared by the representatives of the Historical-cultural trend in psychology. 2. The socio-genetic conception seems, at the present-day state of the research, to give a better explanation of the “becoming a person”, whether normal or handicapped, since the higher mental processes develop according to culture and education. 3. It is argued that the foundation of this process derives from a learning dynamic which, not being successfully experienced and supported by research-activity in educational contexts, brings about a more or less meaningful disease. 4. Brief considerations about “personality” – a subject mastering all his/her higher psychic functions. 5. As a conclusion, every intervention, whether educational, re-educational or clinical, has to devote major attention to the carrying on research-activity in the school-learning‚ as an effective way for attaining inclusion.

 

*** Tornar-se uma pessoa através de uma educação inclusiva inovadora ***

1. Referindo-se a algumas das principais publicações sobre o chamado “problema difícil” das neurociências humanas (consciência), compara-se essa definição com o conceito de consciência proposto por Vygotskij e compartilhado pelos representantes da tendência histórico-cultural em psicologia. 2. A concepção sócio-genética parece, no estado atual da pesquisa, dar uma melhor explicação do “tornar-se uma pessoa”, seja normal ou deficiente, uma vez que os processos mentais superiores se desenvolvem de acordo com a cultura e a educação. 3. Argumenta-se que a base deste processo deriva de uma dinâmica de aprendizagem que, não sendo experimentada e apoiada com sucesso pela atividade de pesquisa em contextos educacionais, traz uma doença mais ou menos significativa. 4. Breves considerações sobre “personalidade” – um sujeito que domina todas as suas funções psíquicas superiores. 5. Como conclusão, todas as intervenções, sejam elas educativas, reeducacionais ou clínicas, devem dedicar uma maior atenção ao exercício da atividade de pesquisa no aprendizado escolar, como um meio efetivo para se alcançar a inclusão.

Palavras-chave: Consciência. Personalidade. Abordagem histórico-cultural da normalidade versus defeito. Tornar-se sujeito de atividade escolar. Pesquisa. Inclusão.

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Biografia do Autor

Maria Serena Veggetti, Sapienza University of Rome

Departement of social and developemental psychology

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Publicado

2018-12-30

Como Citar

Veggetti, M. S. (2018). Becoming a person through innovative inclusive education. Educação, 41(3), 393–400. https://doi.org/10.15448/1981-2582.2018.3.31755

Edição

Seção

Dossiê: A Defectologia de Vygotsky