How inclusion students learn: a comparative analysis of three concepts as viewed by the sociohistorical and autopoiesis conceptual frameworks

Q3 Social Sciences

DELTA Documentacao de Estudos em Linguistica Teorica e Aplicada Pub Date : 2022-01-01 DOI:10.1590/1678-460x202257172

Maria Dolores Fortes Alves, C. M. Hashizume, Arlete R.S.S. Rosa

引用次数: 0

Abstract

ABSTRACT Drawing on Brazilian educational inclusion policy from the past two decades, the aim of this study is to provide a theoretical and methodological discussion of two conceptual frameworks on disabled students´s learning: Vygotsky´s sociohistorical approach, and Maturana and Varela´s autopoiesis approach, which is based on an analysis of human biology. The focus of our analysis will be how those theories address the learning and development of students with disabilities. Lastly, we will compare and contrast Vygotsky´s and Maturana´s ideas with the purpose of suggesting improvements for teacher education in Brazil.

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包容性学生如何学习:社会历史和自创生概念框架下三个概念的比较分析

基于巴西过去二十年的教育包容政策，本研究旨在对两种残疾学生学习的概念框架进行理论和方法上的讨论:维果茨基的社会历史方法，以及Maturana和Varela基于人类生物学分析的自创生方法。我们分析的重点将是这些理论如何解决残疾学生的学习和发展问题。最后，我们将比较和对比维果茨基和马图拉纳的观点，目的是为巴西的教师教育提出改进建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

DELTA Documentacao de Estudos em Linguistica Teorica e Aplicada Social Sciences-Linguistics and Language

CiteScore

0.40

自引率

0.00%

发文量

审稿时长

52 weeks

期刊介绍： The journal Documentação de Estudos em Lingüística Teórica e Aplicada - DELTA is published by the Pontifícia Universidade Católica de São Paulo / PUC-SP. DELTA has been published since 1985, and in 1992 it became a biannual publication. Editions are published in February and August. The journal is addressed to all areas of study concerning language and speech, whether theoretical or applied; however, only unpublished contributions will be considered. To briefly refer to the journal, the short title DELTA is recommended regarding bibliographies, footnotes, as well as bibliographical strips and references.