Caminhos indiretos para a aprendizagem e o desenvolvimento de estudantes com deficiência visual: reflexões à luz de Vigotski e Libâneo

Abstract

School education, as a social and universal phenomenon, plays a fundamental role in human development and in the mediation of historically produced knowledge. In the context of inclusive education, the organization of teaching for students with visual impairments requires institutions to rethink their structures to guarantee the full development of these learners. However, the need persists to overcome purely biological views of disability in favor of practices that promote autonomy and active learning. The objective of this article is to understand how intentionally organized teaching can promote the development of higher psychological functions and the autonomy of students with visual impairments. The methodology is characterized as qualitative research of a bibliographical nature, articulating the assumptions of Vygotsky's Historical-Cultural Theory and José Carlos Libâneo's Didactics. The analysis highlights the importance of mediation through cultural tools, such as the Braille system and audio description, and the role of the collective in the process of social compensation. It is concluded that the success of inclusion depends on a collective approach and intentional pedagogical practices that enable the internalization of knowledge and the intellectual emancipation of the individual.