<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822018000300334</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2018.3.31725</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Vygotsky&#8217;s Defectology: A Misleading Term for a Great Conception]]></article-title>
<article-title xml:lang="pt"><![CDATA[Defectologia de Vygotsky: um termo equivocado para uma grande concepção]]></article-title>
<article-title xml:lang="es"><![CDATA[La defectología según Vygotsky: un término equivocado para una gran concepción]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giest]]></surname>
<given-names><![CDATA[Hartmut]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Potsdam Faculty of Human Sciences Department of Teacher Education]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Germany</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2018</year>
</pub-date>
<volume>41</volume>
<numero>3</numero>
<fpage>334</fpage>
<lpage>346</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822018000300334&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822018000300334&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822018000300334&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Although defectology is a misleading term (suggesting the opposite of its meaning) it is a great conception offering solutions to a lot of problems tied to inclusion as a demand of modern society. Therefor I will 1) disclose the theoretical roots of the conception, 2) trace its historical development in order to show how it was misunderstood, 3) apply the conception to inclusion and 4) demonstrate some practical examples showing that the conception is also important for educational practice &#8211; among other things by helping to close the gap between theory and practice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Embora defectologia seja um termo equivocado (sugerindo o contrário do seu significado), é uma grande concepção que oferece soluções para muitos problemas ligados à inclusão como uma demanda da sociedade moderna. Por isso vou 1) revelar as raízes teóricas da concepção, 2) traçar o seu desenvolvimento histórico, a fim de mostrar como foi mal interpretado, 3) aplicar a concepção à inclusão e 4) demonstrar alguns exemplos práticos que mostram que a concepção também é importante para prática educacional &#8211; entre outras coisas, ajudando a fechar a lacuna entre teoria e prática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Aunque defectología sea un término equivocado (sugiriendo lo contrario de su significado), es una gran concepción que ofrece soluciones a muchos problemas relacionados con la inclusión como una demanda de la sociedad moderna. Por eso voy a primero, revelar las raíces teóricas de la concepción; segundo, trazar su desarrollo histórico, con el fin de mostrar cómo fue mal interpretado; tercero, aplicar la concepción a la inclusión y, por último, demostrar algunos ejemplos prácticos que muestran que la concepción también es importante para la práctica educative &#8211; entre otras cosas, ayudando a cerrar la brecha entre teoría y práctica.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Psychology]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Vygotsky]]></kwd>
<kwd lng="en"><![CDATA[Defectology]]></kwd>
<kwd lng="pt"><![CDATA[Psicologia]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Vygotsky]]></kwd>
<kwd lng="pt"><![CDATA[Defectologia]]></kwd>
<kwd lng="es"><![CDATA[Psicología]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Vygotsky]]></kwd>
<kwd lng="es"><![CDATA[Defectología]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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