Resumo

SILVEIRA, Zélia Medeiros  e  MOREIRA, Janine. Vygotsky and Freire: weaving paths for an inclusive and emancipatory education for people with disabilities. Conjectura: filos. e Educ. [online]. 2022, vol.27, e0220053.  Epub 10-Abr-2024. ISSN 2178-4612.  https://doi.org/10.18226/21784612.v27.e0220053.

This text explores the possibilities for inclusive education for people with disabilities based on Lev Vygotsky’s Cultural-Historical Psychology and Paulo Freire’s Pedagogy. Vygotsky understands disability as a socially constructed and mediated phenomenon. People with disabilities face their limitations according to the social environment, which is built on a standard of normality, created to create physical, educational, and psychological barriers to their participation in society. Therefore, a person’s disability is not determined by biological factors, but by the mediations he or she encounters in society. The pedagogy Freire advocates for the liberation of the oppressed requires educators to facilitate the realization of the ontological condition of “being more” of all people. People with disabilities who are inserted into social environments that view disability as a defect and a limiting factor for the subject fall into the Freirean category of the oppressed. Liberating education involves listening to all voices, understanding everyone’s world, without homogenization, without standards of normality, recognizing everyone as historical subjects, and working towards their awareness. In fact, Vygotsky’s and Freire’s legacies can help us build a more inclusive education, especially because they believe that human beings can overcome despite disability’s adverse effects.

Palavras-chave : Liberating Education; Cultural-Historical Psychology; Inclusive Education; Disabled People.

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