Abstract
Although defectology is a misleading term (suggesting the opposite of its meaning) it is a great conception offering solutions to a lot of problems tied to inclusion as a demand of modern society. Therefor I will 1) disclose the theoretical roots of the conception, 2) trace its historical development in order to show how it was misunderstood, 3) apply the conception to inclusion and 4) demonstrate some practical examples showing that the conception is also important for educational practice – among other things by helping to close the gap between theory and practice. *** Defectologia de Vygotsky: um termo equivocado para uma grande concepção ***Embora defectologia seja um termo equivocado (sugerindo o contrário do seu significado), é uma grande concepção que oferece soluções para muitos problemas ligados à inclusão como uma demanda da sociedade moderna. Por isso vou 1) revelar as raízes teóricas da concepção, 2) traçar o seu desenvolvimento histórico, a fim de mostrar como foi mal interpretado, 3) aplicar a concepção à inclusão e 4) demonstrar alguns exemplos práticos que mostram que a concepção também é importante para prática educacional – entre outras coisas, ajudando a fechar a lacuna entre teoria e prática.Palavras-chave: Psicologia; Educação; Vygotsky; Defectologia.
Highlights
Inclusion, with regard to society and classroom, is nowadays omnipotent in public discussion and literature
Surprisingly the term defectology is hardly to be found in respective recent literature
Vygotskian defectology was integrated in his psychological theory and not something special separated from the general theory, it was the other side of the same coin (VYGOTSKY, 1983, 1986, 1993, 1998)
Summary
With regard to society and classroom, is nowadays omnipotent in public discussion and literature. Surprisingly the term defectology is hardly to be found in respective recent literature. Searching for the term “defectology” in recent literature’s keyword-register one hardly find hits. More than this there are scholars suggesting to avoid the conception (THEUNISSEN, KULIG, & SCHIRBORT, 2007). I will start with addressing the Vygotskian notion of defectology in the light of the theoretical background and historical development and show how it was misunderstood before I discuss theoretical consequences for inclusion in the context of education. I will finish this paper with examples showing how the theory of defectology can be put into practice
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