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

Abstract

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.