ADAPTED PHYSICAL EDUCATION AND HISTORICAL-CULTURAL PSYCHOLOGY: A POSSIBLE ENCOUNTER

Abstract

It is essential that teacher graduation courses address inclusion more forcefully, as in legal aspects as in knowledge about how to adapt pedagogical strategies. Generally, in the graduation courses of physical education teachers, the Adapted Physical Education (EFA) subject makes such approach, but despite its importance, it is understood that this is instrumental, requiring a theory of development and learning that excels in the capacity of individuals, not their limitations. Thus, the purpose of this theoretical article is to explain some contributions of Vygotski's theory propositions to the EFA, especially the understanding of development and learning focused on the disabled individuals' capability. After analysis of several articles addressing this issue, it is argued that this conception should not be restricted to EFA and that it should not be the unique to address adaptations for teaching Physical Education for people with disabilities, but all disciplines that includes the corporal culture theory.