Abstract
This text aimed at confirming whether the book Fundamentos de defectología (VYGOTSKI, 1997) constitutes the official documents that compose the National Policy on Special Education from the Perspective of Inclusive Education, issued by SECADI/MEC/Brazil. A search was conducted on its official didactic materials but this book was not found. A new search revealed that it was used as a reference to post-graduate final projects (three Master’s thesis and a doctoral dissertation), to Research Groups n. 15 – Special Education – and n. 20 – Psychology of Education – at ANPEd (a research and three discussion texts) and to books and journals (two book chapters and nine articles published by journals), totaling nineteen studies. Two of them refer to the book in the area of Teacher Education, specifically in specialized educational assistance, suggesting that it has been poorly disseminated in continuing Teacher Education. *** Fundamentos de defectología e a formação de professores de Educação Especial no Brasil ***Este texto buscou confirmar se a obra Fundamentos de defectología (VYGOTSKI, 1997) constitui os materiais oficiais da SECADI/MEC/Brasil a partir da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva. Realizou-se pesquisa nos materiais didáticos oficiais, não sendo observada esta obra. Nova busca constatou que a obra foi utilizada como referência na pós-graduação (três dissertações e uma tese), nos Grupos de Trabalho n. 15 – Educação Especial – e n. 20 – Psicologia da Educação – da ANPEd (uma pesquisa, três textos de discussão e aprofundamento) e em livros e periódicos (dois capítulos de livro, nove artigos publicados em periódicos) total de dezenove trabalhos. Dois destes referenciam a obra na formação de professores para atuação em Educação Especial ou atendimento educacional especializado, sugerindo ser esta, ainda, pouco disseminada na formação docente continuada.Palavras-chave: Defectologia; Política Nacional. Formação de Professores; Educação Especial.
Highlights
This text aimed at confirming whether the book Fundamentos de defectología (VYGOTSKI, 1997) constitutes the official documents that compose the National Policy on Special Education from the Perspective of Inclusive Education, issued by SECADI/Ministry of Education (MEC)/Brazil
Since Vygotski’s Fundamentos de defectología has neither been referenced nor appears to be part of the variety of materials listed by SECADI/MEC, which support different education courses for Special Education teachers, we set out to seek references of this book in the network (Google, Google Academics, Google Scholar) in order to map in which texts it was analyzed or taken as a guide for empirical research in Brazil – based on a bibliographical research (GIL, 2008)
Ferreira’s Master’s thesis (2012) results from a bibliographical and objective research which discusses the contribution of Educational Psychology to teacher education from the perspective of Inclusive Education, grounded in Vygotski’s studies of Defectology
Summary
Fundamentos de defectología (VYGOTSKI, 1997) [The Fundamentals of Defectology] is a book that brings together texts produced by L. Vygotski’s revolutionary Marxian thinking, included in the work Fundamentos de defectología, broadened pedagogical and psychological ideas at that time and enriched his academic production He has clearly influenced studies in the area of Special Education, even today, his texts have not necessarily become references to documents and policies that guide Education systems and Education programs for Special Education teachers in Brazil. The universalist proposition that aimed at equity of access but restricted learning to basic aspects, both for students without any disability and those with some kind of special educational need, triggered much criticism (RABELO, SEGUNDO and JIMENES, 2009; BOTEGA, 2005, HYPOLITTO, 2002) These authors believe that universalization of education is conditioned on some compensation by the participating countries; it means that they agree with the implementation of educational policies that comply with recommendations issued by the World Bank. This book has been published, discussed and used in graduation courses in Brazil, in research and investigations, by Research Groups (RG) 15 – Special Education – and 20 – Educational Psychology7 – of the National Association of Graduation in Education (ANPEd), in books and technical-scientific journals
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