Resumo

BREITENBACH, Fabiane Vanessa  e  COSTAS, Fabiane Adela Tonetto. Possibilities for learning students with Intellectual Disabilities in Higher Education: an analysis from Vigotski's studies. Educação e Filosofia [online]. 2022, vol.36, n.76, pp.175-215.  Epub 29-Jan-2024. ISSN 1982-596X.  https://doi.org/10.14393/revedfil.v36n76a2022-65167.

This text originates from a research conducted in four Brazilian federal universities, whose objective was to analyze the narratives of several professionals about the learning processes of students with intellectual disabilities in Higher Education. Twenty-nine interviews were conducted with 32 public servants, being professionals from accessibility centers, pedagogical support professionals, teachers and course coordinators. The interviews were recorded, transcribed and analyzed using the Discursive Textual Analysis technique and based on the studies of Lev Semionovitch Vigotski. The results indicate that the learning of students with intellectual disabilities in Higher Education is related to the following factors: strategies used by students to compensate for disability; the collectivity that also acts to compensate for disability, favoring the development of higher psychic functions; mediation of teachers through the adoption of different pedagogical strategies. It is concluded that there are possibilities for learning students with intellectual disabilities in Higher Education provided that there are institutional and pedagogical strategies and that the degree of intellectual commitment of the student does not make compensation and learning impossible, mediated by collaboration, in the zone of proximal/immediate/imminent development.

Palavras-chave : Intellectual Disability; Higher Education; Vigotski.

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