Resumen

BARROCO, Sonia Mari Shima  y  SOUZA, Marilene Proença Rebello de. Historical-cultural psychology contributions to the psychologist’s professional training and practice in the context of inclusive education. Psicol. USP [online]. 2012, vol.23, n.1, pp. 111-132. ISSN 0103-6564.  http://dx.doi.org/10.1590/S0103-65642012000100006.

This article aims at discussing the contributions of Historical-Cultural Psychology to the psychologists who are studying in an Undergraduate course or doing their practice in the area of Inclusive Education. In this study we spot the principles and the foundations for a social education to handicapped people, as well as the postulates of L.S. Vigotski’s theory on education and on the practices of the psychologists. The main principles of Vigostski’s theory are: to consider the transience of events and facts; to relate objective life and social practice to the world of the mind, values and representations; to show the relationship between the educa-tional proposals and a specific social project; to defend the possibility of discovering a social constitution of the psychological aspects of the mind and the possibilities of intervention in these aspects; to defend a human development based on the principles of man’ s culture and freedom. Finally, it claims that Inclusive Education refers to an appropriation process and to the possibility of using the complexity of human production in different areas of life and knowledge.

Palabras llave : Cultural-historical psychology; Psychologist’s professional training and practice; School psychology; Inclusive education; Social education.