The conclusion of higher education by the blind and the psychology of Vygotski: the tip of the iceberg

Authors

  • Bento Selau Universidade Federal do Pampa
  • Magda Floriana Damiani Universidade Federal de Pelotas

DOI:

https://doi.org/10.5007/2175-795X.2016v34n3p861

Abstract

This paper aims to present the factors related to the conclusion of higher education, by a group of blind students, from their own point of view. Case studies with nine subjects were made, as the data were collected through narrative inquiry and document analysis, and also submitted to a process of discourse analysis. The Cultural-Historical Psychology of Vygotski was the framework that based the research. The findings highlight factors that complicate the conclusion of higher education – as the selection process, which ignores the needs of the blind; the lack of preparedness by the institutions to serve the disabled; prejudice by the teachers. At the same time, they indicate factors that favored this conclusion – like the help to the blind by professors and family, the awareness of the importance of university education for their future lives generating desire to achieve it.

Author Biographies

Bento Selau, Universidade Federal do Pampa

Doutor em Educação pela Universidade Federal de Pelotas (UFPel). Professor do Programa de Pós-Graduação em Educação da Universidade Federal do Pampa (UNIPAMPA).

 

 

Magda Floriana Damiani, Universidade Federal de Pelotas

Doutora em Educação pela University of London, Inglaterra. Professora da Faculdade de Educação e do Programa de Pós-Graduação em Educação da Universidade Federal de Pelotas (UFPel).

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Published

2017-02-23

How to Cite

Selau, B., & Damiani, M. F. (2017). The conclusion of higher education by the blind and the psychology of Vygotski: the tip of the iceberg. Perspectiva, 34(3), 861–879. https://doi.org/10.5007/2175-795X.2016v34n3p861

Issue

Vol. 34 No. 3 (2016): Educação como tecnologia de regulação da vida

Section

Article Demand for Continuous

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