A criança com síndrome de Rett : um estudo teórico-bibliográfico
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Data
2025-09-24
Autores
Nascimento, Karina da Silva
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Universidade Federal do Espírito Santo
Resumo
The general objective of this study was to investigate, in light of Vygotsky's Historical Cultural Theory, the production of knowledge about Rett Syndrome. To achieve this purpose, we sought to: Review academic works (theses and dissertations) that address Rett Syndrome; understand how these works address Rett Syndrome; and establish a dialogue between the works found and Vygotsky's Historical-Cultural Theory. The theoretical foundation was anchored in Vygotsky's Historical-Cultural Theory, which conceives of the human being as a subject constituted by social relations and culture. From this perspective, it is understood that the person, regardless of their physical, mental, or sensory conditions, is capable of producing knowledge and culture, while also appropriating collectively constructed social and historical productions. This perspective breaks with reductionist and pathologizing conceptions of disability, valuing the potential of individuals in interactive and culturally mediated contexts. The methodology adopted was theoretical, bibliographical, and conceptual, based on the analysis of previously published materials, such as books, scientific articles, journals, dissertations, theses, and other relevant sources. This methodological choice is based on Gil (2002), who defines bibliographic research as a strategy that allows the researcher to systematically and critically engage with the accumulated knowledge on a given topic. The choice of this topic is justified by the recurring questions that emerge in the school context regarding the inclusion of people with disabilities, as well as by the interest of the Study and Research Group on Inclusive Education (GEPEI) in investigating the universe of rare syndromes. Furthermore, there was a scarcity of studies nationwide addressing Rett Syndrome in the educational context, specifically in theses and dissertations focused on special education from an inclusive perspective. As a result, we found that, given the above, within the scope of CAPES and the Digital Library of Theses and Dissertations (BDTD), studies focused on Rett Syndrome predominate, mostly within the health field. A large portion of these studies consist of master's dissertations, particularly those from Mackenzie Presbyterian University, and are based on approaches centered on biological criteria and the parameters of normal human development. None of the studies analyzed directly engage with Vygotsky's historical-cultural theory. However, the Vygotskyan perspective reveals transformative potential by understanding development as a socially and culturally mediated process.
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Palavras-chave
Síndrome de Rett , Aprendizagem , Desenvolvimento