CONTRIBUTIONS OF THE VYGOTSKYAN APPROACH IN EDUCATIONAL INTERVENTION FOR LITERACY OF STUDENTS WITH VISUAL IMPAIRMENT

Abstract

This scientific article aims to highlight the contributions of the cultural-historical approach to the school education of students with visual impairments. Its specific objectives are to synthesize Vygotsky’s main ideas regarding the human and educational development of students with disabilities, to outline key concepts of the cultural-historical perspective in relation to educational interventions for visually impaired students, and to connect Vygotsky’s theory to the literacy process through the Braille system. The methodology is based on a qualitative bibliographic review, selecting relevant works that address this theme. Key authors referenced include Bazon (2012), Leite and Martins (2015), Lucci (2006), Maior and Wanderley (2016), Vigotskii, Luria, and Leontiev (2010), and Vygotsky (1996), among others. The findings indicate that Vygotsky’s cultural-historical theory offers significant contributions to educational interventions aimed at supporting the literacy of visually impaired students through the Braille system.