Sociocultural theory and inclusive education: articulations through the curriculum in Brazilian context
International Journal of Development Research
Sociocultural theory and inclusive education: articulations through the curriculum in Brazilian context
Received 21st September, 2018; Received in revised form 16th October, 2018; Accepted 25th November, 2018; Published online 31st December, 2018
Copyright © 2018, Marcelo Duarte Porto et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
This article highlights Vygotsky’s contributions to the discussions on the school curriculum in the perspective of Inclusive Education. The structure of the presented topics refers to the methodological approach guided by the bibliographical research. It reports elements essential to school knowledge. It discusses the technical and critical conception of curriculum and the process of democratization of knowledge and propose the curricular adaptation as a methodological resource for the learner to achieve the superior psychological functions desired by Vygotsky in the development of learning. The conclusion is that school knowledge thought under Vygotsky's theses may be the basis for the curriculum of the future (YOUNG, 2002). This will be possible if this proposal is elaborated and executed by all the agents involved in this process.
