A Discussion about the Development of Higher Mental Functions in Brazilian Schools: A Portrait of Excluding Inclusion
This paper aims at providing an overview of Brazilian schools focusing on the development of Vygotsky’s concept of Higher Mental Functions (HMF), especially in the case of students with disabilities. We often see that a lack of appropriate teacher education leads to further excluding students and ot...
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| Format: | Article |
| Language: | English |
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Moscow State University of Psychology and Education
2020-10-01
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| Series: | Культурно-историческая психология |
| Subjects: | |
| Online Access: | https://psyjournals.ru/en/kip/2020/n3/Fidalgo_Magalhaes_Pinheiro.shtml |
| _version_ | 1818203009755119616 |
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| author | Fidalgo S.S. Magalhaes M.C.C. Pinheiro L.M. |
| author_facet | Fidalgo S.S. Magalhaes M.C.C. Pinheiro L.M. |
| author_sort | Fidalgo S.S. |
| collection | DOAJ |
| description | This paper aims at providing an overview of Brazilian schools focusing on the development of Vygotsky’s concept of Higher Mental Functions (HMF), especially in the case of students with disabilities. We often see that a lack of appropriate teacher education leads to further excluding students and others involved in the teaching-learning processes — such as the educators themselves, who feel increasingly overwhelmed by their classes of 45 to 60 students, shortage of money and governmental investment. We can even say that Brazilian official schools are immersed in a conflicted-conflicting, alienated-alienating and oppressed-oppressive contradictory reality that is increased by this exclusion-inclusion dichotomy that hinders teachers’ and students’ participation in dialogically organized activities. This diminishes students’ possibilities for developing HMF, which require an argumentative, critical language organization not often accessible to students whilst they continue to be educated on the receiving end of a system that is based on principles of assistance, as are the teachers. With this in mind, the text aims at answering the following question: To what extent are HMF pursued in classrooms allowing young people with(out) specific educational needs to develop (as close as possible) to their fullest potential? |
| first_indexed | 2024-12-12T03:18:32Z |
| format | Article |
| id | doaj.art-c9a10890019a44b09dd1816f3d0f7f5b |
| institution | Directory Open Access Journal |
| issn | 1816-5435 2224-8935 |
| language | English |
| last_indexed | 2024-12-12T03:18:32Z |
| publishDate | 2020-10-01 |
| publisher | Moscow State University of Psychology and Education |
| record_format | Article |
| series | Культурно-историческая психология |
| spelling | doaj.art-c9a10890019a44b09dd1816f3d0f7f5b2022-12-22T00:40:13ZengMoscow State University of Psychology and EducationКультурно-историческая психология1816-54352224-89352020-10-01163879610.17759/chp.2020160310A Discussion about the Development of Higher Mental Functions in Brazilian Schools: A Portrait of Excluding InclusionFidalgo S.S.0https://orcid.org/0000-0001-6533-2346Magalhaes M.C.C.1https://orcid.org/0000-0002-8567-0358Pinheiro L.M.2https://orcid.org/0000-0002-8114-7308Federal University of São Paulo, Sao Paolo, BrazilPontifical Catholic University of São-Paulo, Sao Paolo, BrazilFederal University of São Paulo, Sao Paolo, BrazilThis paper aims at providing an overview of Brazilian schools focusing on the development of Vygotsky’s concept of Higher Mental Functions (HMF), especially in the case of students with disabilities. We often see that a lack of appropriate teacher education leads to further excluding students and others involved in the teaching-learning processes — such as the educators themselves, who feel increasingly overwhelmed by their classes of 45 to 60 students, shortage of money and governmental investment. We can even say that Brazilian official schools are immersed in a conflicted-conflicting, alienated-alienating and oppressed-oppressive contradictory reality that is increased by this exclusion-inclusion dichotomy that hinders teachers’ and students’ participation in dialogically organized activities. This diminishes students’ possibilities for developing HMF, which require an argumentative, critical language organization not often accessible to students whilst they continue to be educated on the receiving end of a system that is based on principles of assistance, as are the teachers. With this in mind, the text aims at answering the following question: To what extent are HMF pursued in classrooms allowing young people with(out) specific educational needs to develop (as close as possible) to their fullest potential?https://psyjournals.ru/en/kip/2020/n3/Fidalgo_Magalhaes_Pinheiro.shtmlhigher mental functionschildren and adolescents with disabilitiesspecific educational needscontext-bound education |
| spellingShingle | Fidalgo S.S. Magalhaes M.C.C. Pinheiro L.M. A Discussion about the Development of Higher Mental Functions in Brazilian Schools: A Portrait of Excluding Inclusion Культурно-историческая психология higher mental functions children and adolescents with disabilities specific educational needs context-bound education |
| title | A Discussion about the Development of Higher Mental Functions in Brazilian Schools: A Portrait of Excluding Inclusion |
| title_full | A Discussion about the Development of Higher Mental Functions in Brazilian Schools: A Portrait of Excluding Inclusion |
| title_fullStr | A Discussion about the Development of Higher Mental Functions in Brazilian Schools: A Portrait of Excluding Inclusion |
| title_full_unstemmed | A Discussion about the Development of Higher Mental Functions in Brazilian Schools: A Portrait of Excluding Inclusion |
| title_short | A Discussion about the Development of Higher Mental Functions in Brazilian Schools: A Portrait of Excluding Inclusion |
| title_sort | discussion about the development of higher mental functions in brazilian schools a portrait of excluding inclusion |
| topic | higher mental functions children and adolescents with disabilities specific educational needs context-bound education |
| url | https://psyjournals.ru/en/kip/2020/n3/Fidalgo_Magalhaes_Pinheiro.shtml |
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