Resumen

SCHLINDWEIN, Luciane Maria; MILLEO, Olívia  y  PINHEIRO, Jackeline Claudete. Vygotsky’s defectology and ASD diagnoses at school. Rev. psicopedag. [online]. 2024, vol.41, n.124, pp.124-132.  Epub 06-Sep-2024. ISSN 0103-8486.  https://doi.org/10.51207/2179-4057.20240015.

This paper aims to problematize the expansion of diagnoses and reports attributed to children with Autism Spectrum Disorder (ASD), based on the studies of Lev S. Vygotsky, in the fields of pedology and defectology, between the years 1924 and 1935. Our problem is based on the increase in the number of children being referred and diagnosed with the disorder and, especially, on their return to school activities after the pandemic. A search on the Brazilian Digital Library of Theses and Dissertations indicates that theses and dissertations investigating the subject have been expanding significantly, culminating in 37 studies completed in 2021 at list. We analyzed the research produced at Postgraduate Program in Education at the Federal University of Santa Catarina, in the area of Childhood Education, discussing studies quote Vygotsky’s cultural-historical perspective. The analysis is based on Vygotsky’s contributions in the defectology and pedology fields. How do legal advances collaborate with school conditions for inclusion? How has the school been organizing itself in the face of increasing diagnoses of ASD in the wake of the COVID-19 pandemic? And how do Vygotsky’s studies for an inclusive and transformative education contribute to overcoming the fragmentation of teaching work?

Palabras clave : TEA; Childhood; Inclusive Education; Defectology.

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