The contributions of Lev Vygotsky's Historical-Cultural Theory to Inclusive Education: A theoretical approach

Abstract

Introduction: Based on Historical-Dialectical Materialism, this study starts from the premise that the development of the subject is not determined solely by biological factors, but is a result of the social environment. Objective: This study describes the contributions of Historical-Cultural Theory, based on the studies of Lev Vygotsky, to the understanding of human development, focusing on people with disabilities, as well as their educational process. Methods: This is a qualitative research, based on classic and current works by Vygotsky and authors who identify with the theme, as well as studies by 19th-century theorists such as Itard, Séguin, and Montessori. Results: The analysis showed that the first interventions directed at people with disabilities originated in the medical field, supported by clinical and pathologizing conceptions. Although these theorists contributed to overcoming biological determinism by recognizing the influence of the environment on human development, it was the Russian theorist who provided a humanized perspective on disability. For Vygotsky, development occurs from the social to the individual, through the mediation of language, work, and cultural signs. Concepts such as social compensation and the Zone of Proximal Development demonstrate that, even in the face of limitations, the individual can reorganize their higher psychological functions when immersed in scientifically grounded educational practices. Conclusion: The results reinforce the role of the school and the teacher as mediators in the development of students through inclusive education that promotes the acquisition of scientific knowledge as a condition for the humanization and emancipation of individuals.