<?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>S1981-25822018000300374</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2018.3.31826</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Vygotski&#8217;s theories on Defectology: contributions to the special education of the 21st century]]></article-title>
<article-title xml:lang="pt"><![CDATA[Teorizações de Vygotski sobre a Defectologia: contribuições à educação especial do século XXI]]></article-title>
<article-title xml:lang="es"><![CDATA[Teorizaciones de Vygotski sobre Defectología: contribuciones a la educación especial del siglo XXI]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barroco]]></surname>
<given-names><![CDATA[Sonia Mari Shima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,State University of Maringá  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</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>374</fpage>
<lpage>384</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822018000300374&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822018000300374&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822018000300374&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This text exposes the pertinence of L. S. Vygotski&#8217;s (1896-1934) theoretical-methodological assertions to the Soviet Defectology at its original birth, when our today&#8217;s Basic Education universalization did not exist yet, to Special Education of the 21st century, when the right to Education in democratic states is regarded as a means of social and educational inclusion. The author turns out to be revolutionary for subsidizing an integrated vision of the constitution of the human psychic activity, defending the plain possibility of humanization, the formation of cultural building of human species in both ableb and disabled people.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O texto expõe a pertinência das asserções teórico-metodológicas de L. S. Vygotski (1896-1934) à Defectologia Soviética em seu contexto original, quando a Educação Básica não era universalizada, e as coloca em perspectiva para o século XXI, quando a Educação é assumida como direito para todos, nos Estados democráticos e sob a perspectiva da inclusão social e educacional. O autor revela-se revolucionário por subsidiar uma visão integrada da constituição do psiquismo humano, por defender a possibilidade de humanização, a formação do edifício cultural nas pessoas com e sem deficiências.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El texto expone la pertinencia de las afirmaciones teórico- metodológicas de L. S. Vygotski (1896-1934) a la Defectología Soviética en su contexto original, cuando la Educación Básica no era universalizada, y las pone en perspectiva para el siglo XXI, cuando la educación es asumida como un derecho para todos, en los Estados democráticos y desde la perspectiva de la inclusión social y educativa. El autor se revela revolucionario por subvencionar una visión integrada de la constitución del psiquismo humano, por defender la posibilidad de humanización, la formación del edificio cultural en las personas con o sin deficiencias.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Vygotski]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Defectology]]></kwd>
<kwd lng="pt"><![CDATA[Vygotski]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Defectologia]]></kwd>
<kwd lng="es"><![CDATA[Vygotski]]></kwd>
<kwd lng="es"><![CDATA[Educación Especial]]></kwd>
<kwd lng="es"><![CDATA[Defectología]]></kwd>
</kwd-group>
</article-meta>
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