Débora Dainez

O conceito de compensação no diálogo de Vigotski com Adler: desenvolvimento humano, educação e deficiência

Currently, the dissemination of the studies of Lev S. Vygotsky is broad and so is its impact on education, reflecting on the way of thinking about education and on the development of children. However, Vygotskys work on the issue of disability has not been translated into Portuguese, preventing access to knowledge. When Vygotsky addresses development in adverse organic conditions, he develops the concept of compensation. Therefore, the purpose of this paper is to present the history of the conceptual development of compensation in the historical-cultural perspective, understanding the emergence and movement of the ideas and arguments produced by Vygotsky in dialogue with his contemporaries, especially with the Austrian psychoanalyst Alfred Adler. It is a theoretical-conceptual study, for which we have read books by Adler and the main texts of Vygotsky and contemporary authors who address disability. The discussions indicate not only the points of agreement and the differences in the perspectives of these authors, but also how Vygotsky restructures the compensation concept, orienting it toward the social formation of mind. The following propositions are evidenced as a conclusion: the conception that the individuals life is sustained by the other, the belief in the possibilities of development beyond disability and the understanding of different modes of humanization. Such propositions imply the social responsibility of organizing the educational environment in order to design the formation of the new in the process of development of the child (with disabilities), investing in the training, provision and allocation of material and human resources.

O problema da avaliação das habilidades socioemocionais como política pública: explicitando controvérsias e argumentos

Este texto analisa a proposta de avaliacao de competencias socioemocionais - Social and Emotional Non-cognitive Nationwide Assessment (SENNA) - que vem sendo disseminada como consensual e inovadora no Brasil. O artigo explicita controversias; examina os fundamentos do construto Big Five que sustenta a proposta; discute a utilizacao da analise fatorial como base para o estudo da personalidade; problematiza a separacao das dimensoes cognitiva e emocional e contesta a reducao da personalidade a poucos tracos analisaveis separadamente. Diante dos riscos de simplificar a complexidade do desenvolvimento humano e de estigmatizar alunos que nao demonstrem as competencias estipuladas como desejaveis, questiona-se a pertinencia de se assumir tal proposta como politica publica.

Linguagem e deficiência: possibilidades e restrições da prática fonoaudiológica

Based on the historical-cultural theory assumptions we herein aim to reflect on mentally deficient subjects’ language. The data were collected from video recording transcriptions along one year of weekly speech therapy sessions, with the participation of two speech therapy interns and four youngsters with mental deficiency, aged between 19 and 29. We focused on the interactions of one of the youngsters with his peers and therapists. The results revealed that at some moments the therapists’ and the peers’ interpretation led to the understanding of the communicative intention. However, there were moments when such understanding didn’t occur and the dialogue was interrupted. The importance of the other for building up meaning and guiding therapeutic actions which can promote the creation of language alternatives is here discussed. Therefore, it is considered that a more attentive look to understand the communicative purposes of subjects with mental deficiency can enhance their development.

Vygotskian-Inspired Research on the Developmental Implications of Organic Impairment

ABSTRACT The aim is to refine recent discussion about the process of compensation under conditions of organic impairment in order to better understand how the concept has been addressed by cultural-historical researchers. From a dialogue among contemporary authors and the examination of the case of a student with multiple disabilities confronting the schooling process, we draw attention to how meaning has an effect upon complex functional systems and paves the way for new forms of human development. We conclude that it is important to challenge the relevance of the term compensation in its connection with the notion of human constitution.

Los docentes ante las demandas de las políticas de educación inclusiva para la atención de niños con diferentes discapacidades: casos de México y Brasil

This article analyzes how two teachers, one Mexican and another Brazilian, responded to the demands originated from inclusive policies regarding children with disabilities. The analysis shows that the challenges these policies impose on teachers do no take into consideration the concrete conditions under which they perform their work. In spite of those conditions, the teachers observed mobilized their own experience and their commitment for providing quality education to the students that were put under their responsibility. They did by this actively seeking the most relevant strategies to achieve it.

Lenguaje y discapacidad: posibilidades y restricciones de la práctica fonoaudiológica

Based on the historical-cultural theory assumptions we herein aim to reflect on mentally deficient subjects’ language. The data were collected from video recording transcriptions along one year of weekly speech therapy sessions, with the participation of two speech therapy interns and four youngsters with mental deficiency, aged between 19 and 29. We focused on the interactions of one of the youngsters with his peers and therapists. The results revealed that at some moments the therapists’ and the peers’ interpretation led to the understanding of the communicative intention. However, there were moments when such understanding didn’t occur and the dialogue was interrupted. The importance of the other for building up meaning and guiding therapeutic actions which can promote the creation of language alternatives is here discussed. Therefore, it is considered that a more attentive look to understand the communicative purposes of subjects with mental deficiency can enhance their development.

Language and mental deficiency: speech therapy possibilities and restrictions

Based on the historical-cultural theory assumptions we herein aim to reflect on mentally deficient subjects’ language. The data were collected from video recording transcriptions along one year of weekly speech therapy sessions, with the participation of two speech therapy interns and four youngsters with mental deficiency, aged between 19 and 29. We focused on the interactions of one of the youngsters with his peers and therapists. The results revealed that at some moments the therapists’ and the peers’ interpretation led to the understanding of the communicative intention. However, there were moments when such understanding didn’t occur and the dialogue was interrupted. The importance of the other for building up meaning and guiding therapeutic actions which can promote the creation of language alternatives is here discussed. Therefore, it is considered that a more attentive look to understand the communicative purposes of subjects with mental deficiency can enhance their development.

Interações dialógicas na deficiência mental: contexto familiar e escolar

The study was based on the historical-cultural approach of human development an on the enunciative-discursive language theory.