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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: https://doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

 

The concept of social compensation in vygotsky: inquiring about human development and disability 1264

Dainez D.
PhD Students — Faculty of Education, University of Campinas, Brazil

Abstract
The following research proposal investigates the concept of compensation of Lev S. Vygotsky discussed in the texts organized under "The Fundamentals of Defectology". He questions matters of disability, organic and social conditions in his pursuit of a better understanding of the human development. The aim is to explore the compensation concept under historical-cultural perspectives and to understand its impact on the contempo- rary teaching practices. An option was made in favor of the analysis of empirical situations in a State Elementary School in S~ao Paulo- Brazil. Under the context of inclusive education, attention is called to the tension between theory and the empirical reality, meaning a theory that is renewed and enriched in its relation to the empirical field. The analyzed situations condense the drama of educational relationships. They also illus- trate that what intensifies the concept of compensation is the humanizing function of education, which becomes a condition of being human.

Keywords: compensation, disability, Lev S. Vygotsky, human development, education.

Column: Issues In Cultural Activity Theory

For Reference

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