Teoria histórico-cultural: elaboração de processos compensatórios da criança com deficiência intelectual
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Data
2022-04-18
Autores
Sá, Kyvia Faria Cardoso de
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Universidade Estadual Paulista (Unesp)
Resumo
A formação das funções psicológicas superiores encontra-se em constante processo de desenvolvimento e, compreendendo que o mesmo ocorre por meio da mediação social. Entende-se que todo sujeito passará por este processo, entretanto, o sujeito com Deficiência Intelectual tem suas vias impedidas pela deficiência, como aponta Vygotski (1997), fazendo-se necessário que vias colaterais sejam formadas, assim, por meio de processos compensatórios, mediado pelo social, o sujeito com Deficiência Intelectual se desenvolverá. A escola neste percurso tem a responsabilidade de ser o mediador do conhecimento, compreender e fornecer instrumentos e signos dos quais o aluno poderá aderir significados ao seu desenvolvimento. A presente pesquisa tem como fundamentação teórica a teoria histórico-cultural e objetiva compreender como se dá o desenvolvimento dos processos compensatórios, quais percursos o aluno utiliza e quais instrumentos e signos foram necessários. Deste modo, por meio do Projeto de alfabetização na área da Deficiência Intelectual (PADI), desenvolvido pelo Grupo de Pesquisa em Inclusão Social, foi-se analisado o desenvolvimento de um aluno com Deficiência Intelectual que participou do projeto. Após estudo bibliográfico, realizou-se a coleta de dados da gravação de 25 dias realizados durante os encontros pedagógicos do PADI e os documentos disponibilizados. Nas análises verificamos indícios dos processos compensatórios de Mateus, tendo em foco o funcionamento da linguagem e a inter-relação com a atenção interacional entre os Pares, a relação entre estudantes e a relação entre estudante e professor. Por meio da análise de dados tornou-se possível apontar indícios de processos compensatórios formados durante o projeto, assim como quais instrumentos e signos foram utilizados e o desenvolvimento que o aluno apresentou.
The formation of higher psychological functions are in a constant process of development and understanding that occurs through social mediation. It is understood that everybody will go through this process, however, the ones with Intellectual Disabilities has their paths impeded by the disability as Vygotski (1997) points out, making it necessary for collateral pathways to be formed, thus, through compensatory processes, mediated by the social, the ones with Intellectual Disabilities will develop. The school in this path has the responsibility of being the mediator of knowledge, understanding and providing instruments and signs of which the student will be able to adhere meanings to their development. The present research has as its theoretical foundation the cultural-historical theory and aims to understand how the development of compensatory processes takes place, which paths the student uses and which instruments and signs were necessary. Thus, through the Literacy Project in the area of Intellectual Disabilities (PADI), developed by the Research Group on Social Inclusion, the development of a student with Intellectual Disabilities who participated in the project was analyzed. After a bibliographic study, data were collected from the 25-day recording made during the PADI pedagogical meetings and the documents made available. In the analysis, we found evidence of Mateus' compensatory processes, focusing language functioning and the interrelation with attention and attention and interactional mediation between peers, the relationship between students and the relationship between student and teacher. Through data analysis it became possible to point out signs of compensatory processes formed during the project, as well as which instruments and signs were used and the development that the student presented.
The formation of higher psychological functions are in a constant process of development and understanding that occurs through social mediation. It is understood that everybody will go through this process, however, the ones with Intellectual Disabilities has their paths impeded by the disability as Vygotski (1997) points out, making it necessary for collateral pathways to be formed, thus, through compensatory processes, mediated by the social, the ones with Intellectual Disabilities will develop. The school in this path has the responsibility of being the mediator of knowledge, understanding and providing instruments and signs of which the student will be able to adhere meanings to their development. The present research has as its theoretical foundation the cultural-historical theory and aims to understand how the development of compensatory processes takes place, which paths the student uses and which instruments and signs were necessary. Thus, through the Literacy Project in the area of Intellectual Disabilities (PADI), developed by the Research Group on Social Inclusion, the development of a student with Intellectual Disabilities who participated in the project was analyzed. After a bibliographic study, data were collected from the 25-day recording made during the PADI pedagogical meetings and the documents made available. In the analysis, we found evidence of Mateus' compensatory processes, focusing language functioning and the interrelation with attention and attention and interactional mediation between peers, the relationship between students and the relationship between student and teacher. Through data analysis it became possible to point out signs of compensatory processes formed during the project, as well as which instruments and signs were used and the development that the student presented.
Descrição
Palavras-chave
Processos compensatórios, Deficiência intelectual, Mediação pedagógica, Teoria histórico-cultural, Compensatory processes, Intellectual disabilities, Pedagogical mediation, Cultural-historical theory
Como citar
SÁ, Kyvia Faria Cardoso de. Teoria histórico-cultural: elaboração de processos compensatórios da criança com deficiência intelectual. Universidade Estadual Paulista (Unesp), 2022.