Mediação pedagógica e o estudante com deficiência intelectual: um estudo a partir da Psicologia Histórico-Cultural

Abstract

Studies and research about Special Education gained space after the Salamanca Declaration (1994), which was a milestone in the debates about the total inclusion of students with disabilities in the school environment. From these debates, the school concern for students with Intellectual Disability (ID) grows, since it is often difficult to observe that these students have skills and potential to learn. Thus, our objective was to discuss the mediation process in the pedagogical practice carried out with students with intellectual disabilities, highlighting the concept of compensation. This is a bibliographical research, anchored in Historical-Cultural Psychology, based on especially in L. S. Vigotski and his collaborators, who help us to think about the development of students with ID. In the first section, we discuss the development of the human being and study activity. In the second section, we present some elements of Historical-Cultural Psychology to understand intellectual disability and discuss the concept of compensation addressed by L. S. Vigotski and by contemporary authors, in publications in articles, dissertations and theses. In the third section, we discuss some aspects that can help in the pedagogical practice developed with students with intellectual disabilities, such as the contributions that Historical-Critical Pedagogy makes to the development of a pedagogical practice; the relation between learning and development, in Historical-Cultural Psychology and the importance of compensation in the pedagogical practice developed with students with intellectual disabilities. Consonant with the theoretical approach that underlies this dissertation, we defend the idea that students with disabilities can develop their potential and possibilities when the pedagogical work is organized, systematized and has the purpose of provoking the development of higher psychological functions, through appropriation of scientific knowledge. As a result of the research, it is important to highlight the great of using mediating resources that can help in the development of students, enabling their construction as human beings capable of expanding their potential for understanding and acting in reality. We understand that the pedagogical practice and mediations carried out with students with ID, with special attention to compensation, are necessary to collaborate with the humanization process. It is concluded that Historical-Cultural Psychology, based on the assumptions made in special education, in particular the mediations and pedagogical practices, can contribute to the schooling process of students with ID, but for this to occur, it is necessary a collective work, involving school, family and society.