V. V. Repkin's contributions to thinking about the education of students with intellectual disabilities: introductory notes

Abstract

This paper aims at identifying and reflecting on V. V. Repkin's contributions to thinking about the education of students with intellectual disabilities. This purpose is an initial theoretical approach to the theme since the above-mentioned author did not focus his research and didactic propositions on students with disabilities. Repkin made a significant contribution to the theoretical-experimental production within the scope of the Developmental Learning Theory, advancing the understanding of the role of education in the psychic development of students based on Vigotski's work; therefore, highlighting the importance of development by the subject as the source of study activity. The author moves us towards seeking in his production the possibility of building new areas of intelligibility to expand and deepen relevant studies on the conceptual learning of students with intellectual disabilities – yet insufficiently addressed in the fields of scientific production in areas such as Psychology, Education and Teaching. In order to do that, the following reflections were supported by Vygotsky and Repkin and the effort of theoretical articulations between them to elaborate introductory notes regarding the complexity of the following dilemma: research and production on Cultural-Historical Theory argue that students with atypical development are capable of attending school if provided the adequate conditions and offered through collaborative and inclusive environments. Nevertheless, School, under the aegis of capitalism, is based on fatalistic and/or biologizing explanations about the possibilities of conceptual learning for these students, simplifying the educational process, with impacts on student learning.