<?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>S1981-25822018000300347</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2018.3.31795</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Vygotskian (but only partly Vygotsky&#8217;s) understanding of special education]]></article-title>
<article-title xml:lang="pt"><![CDATA[A compreensão Vygotskyana (mas só em parte de Vygotsky) da educação especial]]></article-title>
<article-title xml:lang="es"><![CDATA[La comprensión Vygotskyana (pero sólo en parte de Vygotsky) de la educación especial]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Toomela]]></surname>
<given-names><![CDATA[Aaro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Tallinn University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Estonia</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>347</fpage>
<lpage>361</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822018000300347&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822018000300347&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822018000300347&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article general principles of special education are discussed from the Vygotskian perspective. First it is suggested that for understanding of special education in particular and the psyche and its development in general, structural-systemic epistemology should be applied. To understand special education, psyche and its development should be understood at different levels of analysis. In this paper first life is defined in order to define psyche as a special form of life. Psyche, at the next more specific level of analysis is distinguished into complementary parts, that of individual and its environment. Environment is defined next and theoretically distinguished into four kinds. On this theoretical background, pedagogy and special education are defined. Special education should be based on thorough understanding of the learner at different levels of analysis: according to general stages of development, according to within-stage development, and at the level of the structure of cognition. Two principal targets of the special education and three basic strategies of neuropsychological rehabilitation and special education are distinguished.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, os princípios gerais da educação especial são discutidos a partir da perspectiva Vygotskyana. Em primeiro lugar, sugere-se que, para a compreensão da educação especial em particular e da psique e seu desenvolvimento em geral, a epistemologia estrutural-sistêmica deve ser aplicada. Para entender a educação especial, a psique e seu desenvolvimento devem ser entendidos em diferentes níveis de análise. Neste artigo, a primeira vida é definida com o intuito de definir a psique como uma forma especial de vida. A psique, no nível seguinte e mais específico da análise, é diferenciada em partes complementares, do indivíduo e de seu ambiente. O ambiente é definido em seguida, e distinguido teoricamente em quatro tipos. Nesta base teórica, a pedagogia e a educação especial são definidas. A educação especial deve basear-se na compreensão completa do aprendiz em diferentes níveis de análise: de acordo com estágios gerais de desenvolvimento, de acordo com o desenvolvimento durante o estágio, e no nível da estrutura do conhecimento. Destacam-se dois alvos principais da educação especial e três estratégias básicas de reabilitação neuropsicológica e educação especial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo, los principios generales de la educación especial se discuten desde la perspectiva Vygotskyana. En primer lugar, se sugiere que, para la comprensión de la educación especial en particular y de la psique y su desarrollo en general, la epistemología estructural-sistémica debe ser aplicada. Para entender la educación especial, la psique y su desarrollo deben ser entendidos en diferentes niveles de análisis. En este abordaje, la primera vida se define con el propósito de delimitar la psique como una forma especial de vida. La psique, en el nivel siguiente y más específico del análisis, es diferenciada en partes complementarias, del individuo y de su ambiente. El ambiente se categoriza a continuación, y distinguido teóricamente en cuatro tipos. En esta base teórica, se definen la pedagogía y la educación especial. La educación especial debe basarse en la comprensión completa del aprendiz en diferentes niveles de análisis: de acuerdo con las etapas generales de desarrollo, de acuerdo con el desarrollo durante la etapa, y en el nivel de la estructura del conocimiento. Se destacan dos objetivos principales de la educación especial y tres estrategias básicas de rehabilitación neuropsicológica y educación especial.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Special education]]></kwd>
<kwd lng="en"><![CDATA[Vygotsky]]></kwd>
<kwd lng="en"><![CDATA[Luria]]></kwd>
<kwd lng="en"><![CDATA[Strategies]]></kwd>
<kwd lng="en"><![CDATA[Structural-systemic epistemology]]></kwd>
<kwd lng="pt"><![CDATA[Educação especial]]></kwd>
<kwd lng="pt"><![CDATA[Vygotsky]]></kwd>
<kwd lng="pt"><![CDATA[Luria]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologia estrutural-sistêmica]]></kwd>
<kwd lng="es"><![CDATA[Educación especial]]></kwd>
<kwd lng="es"><![CDATA[Vygotsky]]></kwd>
<kwd lng="es"><![CDATA[Luria]]></kwd>
<kwd lng="es"><![CDATA[Estrategias]]></kwd>
<kwd lng="es"><![CDATA[
</kwd-group>
</article-meta>
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