Russian Psychological Issues PsyJournals.ru
OPEN ACCESS JOURNALS
JournalsTopicsAuthorsEditor's Choice For AuthorsAbout PsyJournals.ruContact Us

  Previous issue (2020. Vol. 16, no. 3)

Included in Scopus

SCImago Journal & Country Rank

CrossRef

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

 

A Discussion about the Development of Higher Mental Functions in Brazilian Schools: A Portrait of Excluding Inclusion 43

|

Fidalgo S.S.
Doctor of Applied Linguistics and Language Studies, Professor at the Portuguese and English Teaching Undergraduate Program and Currently Coordinating the Graduate Program of Education and Health in Childhood and Adolescence, Federal University of São Paulo, Sao Paolo, Brazil
ORCID: https://orcid.org/0000-0001-6533-2346
e-mail: ssfidalgo@terra.com.br

Magalhaes M.C.C.
Doctorate Degree in Education from Virginia Tech, and is Currently Full Professor at the Linguistic Department and the Applied Linguistics and Language Studies Graduate Program, Pontifical Catholic University of São-Paulo, Sao Paolo, Brazil
ORCID: https://orcid.org/0000-0002-8567-0358
e-mail: cicamaga@gmail.com

Pinheiro L.M.
Holds a Doctorate and Master’s Degree in Education and Health in Childhood and Adolescence, Federal University of São Paulo, Sao Paolo, Brazil
ORCID: https://orcid.org/0000-0002-8114-7308
e-mail: lucineidepinheiro@yahoo.com.br

Abstract
This paper aims at providing an overview of Brazilian schools focusing on the development of Vygotsky’s concept of Higher Mental Functions (HMF), especially in the case of students with disabilities. We often see that a lack of appropriate teacher education leads to further excluding students and others involved in the teaching-learning processes — such as the educators themselves, who feel increasingly overwhelmed by their classes of 45 to 60 students, shortage of money and governmental investment. We can even say that Brazilian official schools are immersed in a conflicted-conflicting, alienated-alienating and oppressed-oppressive contradictory reality that is increased by this exclusion-inclusion dichotomy that hinders teachers’ and students’ participation in dialogically organized activities. This diminishes students’ possibilities for developing HMF, which require an argumentative, critical language organization not often accessible to students whilst they continue to be educated on the receiving end of a system that is based on principles of assistance, as are the teachers. With this in mind, the text aims at answering the following question: To what extent are HMF pursued in classrooms allowing young people with(out) specific educational needs to develop (as close as possible) to their fullest potential?

Keywords: Higher Mental Functions, children and adolescents with disabilities, specific educational needs, context-bound education

Column: Discussions and Discourses

DOI: https://doi.org/10.17759/chp.2020160310

A Part of Article

This paper aims at discussing the development of Higher Mental Functions (HPF) in their relation to the education of children and adolescents with (or without) specific educational needs or disabilities in impoverished school contexts mostly in the outskirts of a large city (São Paulo) in Brazil. We show that certain circumstances might affect or hinder education, and more specifically the development of HMF, especially in times of the pandemics1, in a context that encompasses (1) the lack of financial means for families to support their children’s distance learning in the current social-educational situation (imposed by COVID-19), for example, and where (2) schools and universities had to interrupt their activities for months in order to search for financial support to try to provide students with computers and internet services for some educational work to be resumed.

For Reference

References
  1. Adam J.M., Bonhomme M. L’argumentation publicitaire: rhétorique de l’éloge et de la persuasion [Advertising arguments: rhetoric of praise and persuasion]. Paris: Nathan., 1997.
  2. Camporez P. Número de Escolas públicas “militarizadas” no país cresce sob o pretexto de enquadrar os alunos [Number of “militarized” public schools in the country grows under the pretext of framing students]. Goiânia: Epoca. July 23rd, 2018. Available at: https://epoca.globo.com/numero-de-escolas-publicas-militarizadas-no-pais-cresce-sob-pretexto-de-enquadrar-os-alunos-22904768 (Accessed 19.15.2020). (In Portuguese).
  3. Fidalgo S.S. Cultural-historical psychology and activity approach in training specialists in special education. Brazilian teacher education for inclusive work (or lack thereof). In Yangicher E.V (еd.), The materials of international symposium. Scientific School of L.S. Vygotsky: Traditions & Innovations . Moscow, 2016, pp. 76—84.
  4. Fidalgo S.S. (Teacher) education in contexts of exclusion-inclusion dichotomy: an experience. International Scientific and Practical Conference: transformation of human potential in the context of the century. Nizhnii Novgorod, 2017, pp. 46—53.
  5. Fidalgo S.S. Social compensation and the development of higher psychological functions: theoretical path and methodology for teacher education. The Geography of Childhood: An Interdisciplinary Synthesis of Research Approaches and Practices. Vladivostok, Saint. Petersburg, 2018a, pp. 13—16.
  6. Fidalgo S.S. A linguagem da exclusão e inclusão social na escola [The language of social exclusion and inclusion at school]. São Paulo: Editora Unifesp., 2018b. 270 p.
  7. Fidalgo S.S., Magalhães M.C.C. Formação de Professores em contextos de inclusão: a discussão vygotskiana do conceito de compensação social [Teacher education in contexts of inclusion: the Vygotskian discussion of the concept of social compensation]. In Celani M., Medrado B (eds.), Diálogos sobre inclusão: das políticas às práticas de formação de professores em línguas estrangeiras [Dialogues about inclusion: from policies to practices in the education of teachers of foreign language]. Campinas, SP: Pontes Editora., 2017, pp. 63—96.
  8. Fidalgo S.S.; Magalhães M.C.C. The method in Vygotsky: social compensation to achieve higher psychological functions and social changes. In Tanzi Neto A; Dafermos M., Liberali F.C. (eds.), Revisiting Vygotsky for social change: bringing together theory and practice. New York: Peter Lang. in print.
  9. Freire P. Pedagogia do Oprimido [Pedagogy of the oppressed]. Rio de Janeiro: Paz e Terra, [1970], 2000.
  10. Freire P. Pedagogia da Autonomia [Pedagogy of autonomy]. Rio de Janeiro: Paz e Terra, 1996.
  11. Gee J.P. New people in new worlds: networks, the new capitalism and schools. In Kalantzis M., Cope B. (eds.), Multiliteracies: Literacy learning and the design of social futures. London: Routlege, 2000, pp. 41—66.
  12. González Rey F.L. O segundo e terceiro momentos da obra de Vigotsky: história e desenvolvimento das funções psíquicas superiores: a afirmação de uma teoria histórico-cultural sobre a psique [The second and third moments of Vigotsky's work: history and development of higher psychological functions: the affirmation of a cultural-historical theory about the psyche]. In González Rey F.L. (ed.), O pensamento de Vigotsky: contradições, desdobramentos e desenvolvimento [Vigotsky's thought: contradictions, outcomes and development]. São Paulo: Hucitec Editora., 2013, pp. 63—110.
  13. John-Steiner V. Creative Collaboration. Oxford: Oxford University Press, 2000.
  14. Liberali F.C. Estudos sobre argumentação e suas implicações para contextos escolares: uma visão panorâmica [Studies about argumentation and its implications for school contexts: a panoramic view]. In Liberali F.C. (ed.), Argumentação em contexto escolar [Argumentation in the school context]. Campinas: Pontes, 2013, pp. 17—40.
  15. Liberali F.C. Transforming Urban Education in Sãoo Paulo: Insights into a Critical-Collaborative School Project. DELTA [online], 2019. Vol.35, no. 3, pp. 1—26. Available at: https://doi.org/10.1590/1678-460x2019350302. (Accessed 19.15.2020). (In English).
  16. Magalhães M.C.C. A linguagem na formaзгo de professores reflexivos e crнticos [Language in the formation of reflective and critical teachers]. In Magalhгes M.C.C. (ed.), A formacao do professor como um profissional critico [A formacao do professor como um profissional critico]. Campinas, SP: Mercado de Letras., 2004, pp. 59—86.
  17. Magalhães M. C. C. O método para Vygotsky: A zona proximal de desenvolvimento como zona de colaboracao e criticidade criativas [The Method for Vygotsky: ZPD as a zone of creative collaboration and critical reasoning]. In Schettini R.H., Damianovic M.C., Hawi M.M., Szundy P.T.C. (eds), Vygotsky: Uma revisita no inнcio do sйculo XXI [Vygotsky: a review in the early 21st Century]. São Paulo: Andross., 2009, pp. 53—78.
  18. Magalhães M.C.C. ‘Intervention Research in a Public Elementary School: A Critical-Collaborative Teacher Education Project on Reading and Writing’. Outlines — Critical Practice Studies, 2016. Vol. 17, no. 1, pp. 39—61.
  19. Magalhães M.C.C. Formacao Contínua de Professores: A Organizacao Crítico-Colaborativa para transformacao [Continuing teacher education: the critical-collaborative organization for transformation]. Linguagem: Estudos e Pesquisas = Language: Studies and Research, 2019. Vol 22, no. 2. DOI: 10.5216/lep.v22i2.57502. (In Portuguese).
  20. Magalhães M.C.C., Fidalgo S.S. The role of methodological choices in investigations conducted in school contexts: Critical research on collaboration in continuing teacher education. In Riika A.; Pöyhönen S. (eds.), Language in action: Vygotsky and Leontiev legacy today. Cambridge: Cambridge Scholars Publishing., 2007, pp. 329—352.
  21. Magalhães M.C.C., Fidalgo S.S. Critical collaborative research: focus on the meaning of collaboration and on mediational tools. Revista Brasileira de Linguística Aplicada [Brazilian Journal of Applied Linguistics], 2010. Vol. 10, pp. 773—797.
  22. Magalhães M.C.C., Fidalgo S.S. Reviewing Critical Research Methodologies for Teacher Education in Applied Linguistics. D.E.L.T.A, 2019. Vol. 35, no. 3, pp. 1—19.
  23. Marx K., Engels F. A ideologia alemã: teses sobre Feuerbach [German Ideology: Theses on Feuerbach]. São Paulo: Centauro Editora., [1844] 2004 2005. 1485 p.
  24. Mateus E. Prefácio [Preface]. In Liberali F.C (ed.), Argumentação em contexto escolar [Argumentation in the school context]. Campinas: Pontes., 2013, p. 9.
  25. Matos D.S. O ensino da língua portuguesa escrita para a criaçзa surda em uma perspectiva bilíngue [Teaching Portuguese written language to deaf children in a bilingual perspective]. Master’s Thesis. Graduate Program in Education and Health in Childhood and Adolescence. Guarulhos, SP: UNIFESP, 2017. 199 p.
  26. Ninin M.O.G., Magalhães M.C.C. A linguagem da colaboração crítica no desenvolvimento da agência de professores de ensino médio em serviço [The Language of Critical Collaboration in High School teachers’ agency development]. Alfa: Revista de Linguística [ Alpha: Journal of Linguistics], 2017. Vol. 61, no. 3, pp. 707—732. DOI:10.1590/1981-5794-1711-7 (In English).
  27. Pinheiro L.M. Adaptações curriculares na “inclusão” escolar de alunos surdos: intervenções colaborativas [Curricular adaptations in the school “inclusion” of deaf students: collaborative interventions]. Doctorate Dissertation Thesis. Graduate Program in Education and Health in Childhood and Adolescence. Guarulhos, SP: UNIFESP. 2018. 422 p.
  28. Pinheiro L.M., Fidalgo S.S. Adaptações curriculares na “inclusão” escolar de alunos surdos. [Curricular adaptations in the school “inclusion” of deaf students: collaborative interventions]. Revista Brasileira da Pesquisa Sócio-Histórico- Cultural e da Atividade [Brazilian Journal of Socio-Historical- Cultural Research and Activity], 2019. Vol. 1, no. 1, pp. 1—15. Available at: http://revistashc.org/index.php/shc/article/ view/32/1 (Accessed 14.05.2020). (In Portuguese.)
  29. Pinheiro L.M. A “inclusão” escolar de alunos surdos: colaborações para pensar as adaptações curriculares [School inclusion of deaf students: collaborations to think about curricular adaptations]. Curitiba: Appris, 2020. 317 p.
  30. Rieber R.W. (ed.), The collected works of L.S. Vygotsky: Vol. 2. Fundamentals of Defectology. New York and London: Plenum Press, 1993. 349 p.
  31. Silva E.P.D. As discussões de Vygotsky sobre defectologia: necessidades para a formação de professores na perspectiva da educação inclusiva [Vygotsky's discussions on defectology: needs for teacher education from the perspective of inclusive education]. Doctorate Dissertation Thesis. Graduate Program in Education and Health in Childhood and Adolescence. Guarulhos, SP: UNIFESP, 2018. 180 p.
  32. United Nations. Universal Declaration of Human Rights, 1948. Available at: https://nacoesunidas.org/wp-content/uploads/2018/10/DUDH.pdf. (Accessed 20.05.2020).
  33. Vygotsky L.S. Principles of education for physically handicapped children. In Rieber R.W. (ed.), The collected works of L.S. Vygotsky: Vol. 2. Fundamentals of Defectology. New York and London: Plenum Press., [1924] 1993, pp. 65—75.
  34. Vygotski L.S. Introduccion: los problemas fundamentales de la defectología contemporanea [Introduction: The fundamental problems of contemporary Defectology]. In Vygotski L.S. (ed.), Obras escogidas V: Fundamentos de defectología. Madrid: Visór., [1929] 1993.
  35. Vygotsky L.S. Compensatory processes in the development of the retarded child. In Rieber R.W., Carton A.S. (eds.), The collected works of L.S. Vygotsky: Vol. 2. Fundamentals of Defectology. New York and London: Plenum Press, [1931a] 1993, pp. 122—138.
  36. Vygotsky L.S. The collective as a factor in the development of the abnormal child. In Rieber R.W., Carton A.S. (eds.), The collected works of L.S. Vygotsky: Vol. 2. Fundamentals of Defectology. New York and London: Plenum Press, [1931b] 1993, pp. 191—208.
  37. Vygotsky L.S. Genesis of higher mental functions. In Rieber R.W. (ed.), The Collected works of L.S. Vygotsky. New York: Plenum., [1931]1997, pp. 97—120.
 
About PsyJournals.ru

© 2007–2021 Portal of Russian Psychological Publications. All rights reserved

PsyJournals.ru in Russian

Publisher: Moscow State University of Psychology and Education

Catalogue of academic journals in psychology & education MSUPE

Creative Commons License Open Access Repository     Webometrics Ranking of Repositories

RSS Psyjournals at facebook Psyjournals at Twitter Psyjournals at Youtube ??????.???????