Defectology and School Education: implications for the Human Rights field

Abstract

The social model of disability and inclusive education are based on human rights principles. Based on a (neo)liberal logic, they assume education and human development as a way of eradicating poverty in a system structured by inequality. In a contradictory way, the achievements in this field make room for political dispute. Based on a theoretical and conceptual study, we have mobilized Vygotsky’s legacy in the field of educational psychology. We have examined the dialectical conception of disability and social education, which, when addressing the relationship between education and human development, point to the construction of a political and educational project referenced in the collectivity and social transformation.