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

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?

Funções psicológicas superiores na pesquisa Stricto sensu brasileira

“…Vygotsky e que vem sendo discutido e difundido no oriente e no ocidente, não sendo diferente entre os pesquisadores brasileiros. Trata-se de um pressuposto fundamental na obra vygotskiana e no cômputo geral dos estudos vinculados à corrente psicológica histórico-cultural, que vem reverberando entre pesquisadores, principalmente, aqueles das áreas da Educação e da Psicologia em muitos países (SELAU;CASTRO, 2015;VORONOVA;KORNEEV;AKHUTINA, 2015;TATEO, 2016;RUBTSOV;KONOKOTIN, 2020), inclusive, no Brasil (GERKEN, 2008LEONARDO;SILVA, 2022;FIDALGO; MAGALHÃES;PINHEIRO, 2020;CASTRO, 2021; DAMIANI, 2022). PEARSON, 2014) realizada no mês de fevereiro de 2022 junto à BDTD, direcionada a identificar investigações Stricto sensu desenvolvidas em programas de pós-graduação (PPG) do Brasil que abordaram o conceito em tela, desde as principais assertivas de Vygotsky, bem como seus desdobramentos na escola pós-vygotskiana e histórico-cultural brasileira 2 .…”