A Discussion about the Development of Higher Mental Functions in Brazilian Schools
A Portrait of Excluding Inclusion
Bibliographic Data
| ID | 12944386 |
|---|---|
| Authors | Sueli Salles Fidalgo (0000-0001-6533-2346, Universidade Federal de São Paulo, corresponding author), Maria Cecilia Camargo Magalhães (0000-0002-8567-0358, Pontifícia Universidade Católica de São Paulo), Lucineide Machado Pinheiro (0000-0002-8114-7308, Universidade Federal de São Paulo) |
| Year | 2020 |
| Volume | 16 |
| Issue | 3 |
| Pages | 87-96 |
| Publication date | 2020-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Cultural-Historical Psychology (JOURNAL) |
| Journal identifiers | ISSN: 1816-5435 • E-ISSN: 2224-8935 |
| Publisher | Moscow State University of Psychology and Education (PUBLISHER • RU) |
| DOI | 10.17759/chp.2020160310 |
| OpenAlex | W3094080175 |
| Language | EN |
| Citations received | 1 |
| References cited | 12 |
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
Argumentative · Economic shortage · Geography · Inclusion (mineral · Mathematics education · Pedagogy · Political science · Portrait · Sociology · Education Pedagogy and Practices · Educational and Psychological Assessments · Innovative Education and Learning Practices · Psychology · Social Psychology
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,25 |
| Citation span | 2022 - 2022 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |