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Cultural-historical psychology: interdisciplinary research perspectives & social practices

Publisher: Moscow State University of Psychology and Education

ISBN: 978-5-94051-174-8

Published in 2017

 

Contributions and Implications of the Cultural-Historical Theory in Teacher Educationfrom the Inclusive Education Perspective

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A Part of Article

This research aims to investigate how the Vygotskyan conceptions, especially the studies on Defectology (Vygotsky, 1924/1997), can contribute to teachers education taking as a yardstick the perspective of inclusive education. Teacher education is a continuous process which requires a systematic and dialogic investigational effort, since the challenges posed by contemporaneity demand a new view on pedagogical practices (Ferreira, 2014).

For Reference

References
  1. FERREIRA, J. L. Formação de Professores: Teoria e prática pedagógica. Petropolis, RJ: Editora Vozes, 2014.
  2. FIDALGO, S. S.; MAGALHÃES, M. C. C. Critical Collaborative Research: Focus on the Meaning of collaboration and on Mediational Tools. Revista Brasileira de Linguística Aplicada. Vol. 3. Pontifícia Universidade Católica de São Paulo, 2010.
  3. MAGALHÃES, M. C. C. A Pesquisa Crítica de Colaboração em Linguística Aplicada. Intercâmbio em Linguística Aplicada – PUC-SP, 2003.
  4. PIETRO, R. G. Inclusão escolar: pontos e contra pontos / Maria Teresa Egler Mantoan, Rosângela Gavioli Pietro; Valéria Amorim Arantes, organizadora. São Paulo: Summus, 2006.
  5. VYGOTSKY, L. S. A formação social da mente: o desenvolvimento dos processos psicológicos superiores. 6. ed. São Paulo: Martins Fontes, 1991.
  6. VYGOTSKY, L. S. Obras Escogidas V – Fundamentos da Defectologia. Madrid: VISOR DIS., 1924/1997.
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