How inclusion students learn: a comparative analysis of three concepts as viewed by the sociohistorical and autopoiesis conceptual frameworks

ABSTRACT Drawing on Brazilian educational inclusion policy from the past two decades, the aim of this study is to provide a theoretical and methodological discussion of two conceptual frameworks on disabled students´s learning: Vygotsky´s sociohistorical approach, and Maturana and Varela´s autopoies...

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Bibliographic Details
Published in:Revista de documentação de estudos em lingüística teórica e aplicada 2022, Vol.38 (1), p.1
Main Authors: Alves, Maria Dolores Fortes, Hashizume, Cristina Miyuki, Rosa, Arlete R.S.S.
Format: Article
Language:eng ; por
Subjects:
autopoiesis
Biology
cognition
Education policy
emotions
Inclusive education
Learning
LINGUISTICS
socio-historical theory
Students with disabilities
Teacher education
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Summary:ABSTRACT Drawing on Brazilian educational inclusion policy from the past two decades, the aim of this study is to provide a theoretical and methodological discussion of two conceptual frameworks on disabled students´s learning: Vygotsky´s sociohistorical approach, and Maturana and Varela´s autopoiesis approach, which is based on an analysis of human biology. The focus of our analysis will be how those theories address the learning and development of students with disabilities. Lastly, we will compare and contrast Vygotsky´s and Maturana´s ideas with the purpose of suggesting improvements for teacher education in Brazil. RESUMO Contextualizados em políticas públicas educacionais brasileiras de inclusão (dos últimos 20 anos) discutiremos teórica e metodologicamente a abordagem sócio-histórica de Vygostky, comparando-a com uma abordagem teórico-metodológica da Autopoiese, de Maturana e Varela que também partem da análise biológica humana na aprendizagem. Discutiremos os conceitos de ambos os autores, focando-nos na análise sobre o desenvolvimento e a aprendizagem. Por fim, relacionamos esses dois autores a partir de suas aproximações e suas diferenças, com vistas a cotejar possibilidades de atuação na formação de professores no Brasil.
ISSN:0102-4450
1678-460X
1678-460X
DOI:10.1590/1678-460x202257172