The Postulates of Vigotski and the Pedagogical Art in an Inclusive Physical Education

Mercedes Estupinan Gonzalez

doi:doi:10.11648/j.ijsspe.20220703.14

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The Postulates of Vigotski and the Pedagogical Art in an Inclusive Physical Education

Mercedes Estupinan Gonzalez

Published in International Journal of Sports Science and Physical Education (Volume 7, Issue 3)

Received: 12 March 2022 Accepted: 19 August 2022 Published: 31 August 2022

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Abstract

Currently, social awareness aimed at people with special educational needs associated or not with disabilities has gradually raised awareness, moving from a limited and protective vision to the possibility of improving their levels of education that lead to their social insertion with differentiated attention, but starting from its potential, taking into account its limitations and if it is possible to incorporate a general school so as not to slow down its development. Diversity in the school environment, inclusion in the class where the teacher's pedagogical art must respond and attend to the interests, motivations and concerns of each child, adolescent and young person, who also have different learning rhythms. Integration from Physical Education to promote total involvement in each of the class activities, where the real needs and possibilities of the students are met; action programs are designed that allow their participation with real possibilities of success and the ordinary curriculum is applied with the least significant possible curricular adaptations that favor their socialization and preparation for life. In Physical Education, the historical-cultural paradigm of L. S. Vigotsky is in force and his Postulates are an orientation tool for those who teach this subject; hence linking and relating both elements is the objective of this article. In conclusion, the need to take advantage of the opportunities offered by Vigotskian postulates on this subject to raise the cultural level of teachers and put them into practice in the pedagogical process is highlighted.

Published in	International Journal of Sports Science and Physical Education (Volume 7, Issue 3)
DOI	10.11648/j.ijsspe.20220703.14
Page(s)	80-84
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Special Education, Physical Education, Lev S. Vigotski, Postulates

References

[1]	Alvarez, A. (1997). Towards a cultural curriculum. The validity of Vigotsky in education. Madrid: Childhood and Learning Foundation.
[2]	Bell, R. (1997). Special Education: Sublime profession of love. People and Education.
[3]	Bodrova, E. and Leong, D. (2001). Tools of the mind. A case study of implementing the Vigotskyan approach in American early childhood and primary classrooms. Geneva: International Bureau of Education.
[4]	Chávez, A. (2001) Educational implications of Vigotsky's sociocultural theory. Education, September, year/vol. 25, number 002. University of Costa Rica.
[5]	Cruz, F. et al. (2019) The work of Vigotsky as theoretical support for the training process of the primary education professional. SciELO Analytics Magazine ISSN 1990-8644.
[6]	Daniels, H. and Hedegaard, M. (2011). Vigotsky and special needs education. New York: Continuum.
[7]	Stephen, M. (2011). Contemporary applications of Vigotskyan theory in education. Education and Social Development.
[8]	Garcia, M. T. (2002). The historical-cultural conception of L. S. Vigotsky in special education. Cuban Journal of Psychology, 19 (2). http://www.dict.uh.cu
[9]	Kozulin, A. (2004). Vigotsky's theory in the classroom: introduction. European Journal of Psychology of Education.
[10]	Ríos, M. (2003) Physical Education Manual Adapted to students with disabilities. Editorial Paidotribo, ISBN: 84-8019-685-8. Barcelona, Spain.
[11]	Vazquez, B. (1989). Physical education in basic education. Madrid: Gymnos.
[12]	Vigotsky, L. S. (1989). Fundamentals of Defectology. In Complete Works (1st reimp., Vol. 5). People and Education.

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APA Style

Mercedes Estupinan Gonzalez. (2022). The Postulates of Vigotski and the Pedagogical Art in an Inclusive Physical Education. International Journal of Sports Science and Physical Education, 7(3), 80-84. https://doi.org/10.11648/j.ijsspe.20220703.14

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ACS Style

Mercedes Estupinan Gonzalez. The Postulates of Vigotski and the Pedagogical Art in an Inclusive Physical Education. Int. J. Sports Sci. Phys. Educ. 2022, 7(3), 80-84. doi: 10.11648/j.ijsspe.20220703.14

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AMA Style

Mercedes Estupinan Gonzalez. The Postulates of Vigotski and the Pedagogical Art in an Inclusive Physical Education. Int J Sports Sci Phys Educ. 2022;7(3):80-84. doi: 10.11648/j.ijsspe.20220703.14

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@article{10.11648/j.ijsspe.20220703.14,
  author = {Mercedes Estupinan Gonzalez},
  title = {The Postulates of Vigotski and the Pedagogical Art in an Inclusive Physical Education},
  journal = {International Journal of Sports Science and Physical Education},
  volume = {7},
  number = {3},
  pages = {80-84},
  doi = {10.11648/j.ijsspe.20220703.14},
  url = {https://doi.org/10.11648/j.ijsspe.20220703.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsspe.20220703.14},
  abstract = {Currently, social awareness aimed at people with special educational needs associated or not with disabilities has gradually raised awareness, moving from a limited and protective vision to the possibility of improving their levels of education that lead to their social insertion with differentiated attention, but starting from its potential, taking into account its limitations and if it is possible to incorporate a general school so as not to slow down its development. Diversity in the school environment, inclusion in the class where the teacher's pedagogical art must respond and attend to the interests, motivations and concerns of each child, adolescent and young person, who also have different learning rhythms. Integration from Physical Education to promote total involvement in each of the class activities, where the real needs and possibilities of the students are met; action programs are designed that allow their participation with real possibilities of success and the ordinary curriculum is applied with the least significant possible curricular adaptations that favor their socialization and preparation for life. In Physical Education, the historical-cultural paradigm of L. S. Vigotsky is in force and his Postulates are an orientation tool for those who teach this subject; hence linking and relating both elements is the objective of this article. In conclusion, the need to take advantage of the opportunities offered by Vigotskian postulates on this subject to raise the cultural level of teachers and put them into practice in the pedagogical process is highlighted.},
 year = {2022}
}

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TY  - JOUR
T1  - The Postulates of Vigotski and the Pedagogical Art in an Inclusive Physical Education
AU  - Mercedes Estupinan Gonzalez
Y1  - 2022/08/31
PY  - 2022
N1  - https://doi.org/10.11648/j.ijsspe.20220703.14
DO  - 10.11648/j.ijsspe.20220703.14
T2  - International Journal of Sports Science and Physical Education
JF  - International Journal of Sports Science and Physical Education
JO  - International Journal of Sports Science and Physical Education
SP  - 80
EP  - 84
PB  - Science Publishing Group
SN  - 2575-1611
UR  - https://doi.org/10.11648/j.ijsspe.20220703.14
AB  - Currently, social awareness aimed at people with special educational needs associated or not with disabilities has gradually raised awareness, moving from a limited and protective vision to the possibility of improving their levels of education that lead to their social insertion with differentiated attention, but starting from its potential, taking into account its limitations and if it is possible to incorporate a general school so as not to slow down its development. Diversity in the school environment, inclusion in the class where the teacher's pedagogical art must respond and attend to the interests, motivations and concerns of each child, adolescent and young person, who also have different learning rhythms. Integration from Physical Education to promote total involvement in each of the class activities, where the real needs and possibilities of the students are met; action programs are designed that allow their participation with real possibilities of success and the ordinary curriculum is applied with the least significant possible curricular adaptations that favor their socialization and preparation for life. In Physical Education, the historical-cultural paradigm of L. S. Vigotsky is in force and his Postulates are an orientation tool for those who teach this subject; hence linking and relating both elements is the objective of this article. In conclusion, the need to take advantage of the opportunities offered by Vigotskian postulates on this subject to raise the cultural level of teachers and put them into practice in the pedagogical process is highlighted.
VL  - 7
IS  - 3
ER  -

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Author Information

Mercedes Estupinan Gonzalez

Sports Didactics Department, Faculty of Physical Culture Sciences, University of Matanzas, Matanzas, Cuba

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Plain Text BibTeX RIS

APA Style

Mercedes Estupinan Gonzalez. (2022). The Postulates of Vigotski and the Pedagogical Art in an Inclusive Physical Education. International Journal of Sports Science and Physical Education, 7(3), 80-84. https://doi.org/10.11648/j.ijsspe.20220703.14

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ACS Style

Mercedes Estupinan Gonzalez. The Postulates of Vigotski and the Pedagogical Art in an Inclusive Physical Education. Int. J. Sports Sci. Phys. Educ. 2022, 7(3), 80-84. doi: 10.11648/j.ijsspe.20220703.14

Copy | Download

AMA Style

Mercedes Estupinan Gonzalez. The Postulates of Vigotski and the Pedagogical Art in an Inclusive Physical Education. Int J Sports Sci Phys Educ. 2022;7(3):80-84. doi: 10.11648/j.ijsspe.20220703.14

Copy | Download

@article{10.11648/j.ijsspe.20220703.14,
  author = {Mercedes Estupinan Gonzalez},
  title = {The Postulates of Vigotski and the Pedagogical Art in an Inclusive Physical Education},
  journal = {International Journal of Sports Science and Physical Education},
  volume = {7},
  number = {3},
  pages = {80-84},
  doi = {10.11648/j.ijsspe.20220703.14},
  url = {https://doi.org/10.11648/j.ijsspe.20220703.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsspe.20220703.14},
  abstract = {Currently, social awareness aimed at people with special educational needs associated or not with disabilities has gradually raised awareness, moving from a limited and protective vision to the possibility of improving their levels of education that lead to their social insertion with differentiated attention, but starting from its potential, taking into account its limitations and if it is possible to incorporate a general school so as not to slow down its development. Diversity in the school environment, inclusion in the class where the teacher's pedagogical art must respond and attend to the interests, motivations and concerns of each child, adolescent and young person, who also have different learning rhythms. Integration from Physical Education to promote total involvement in each of the class activities, where the real needs and possibilities of the students are met; action programs are designed that allow their participation with real possibilities of success and the ordinary curriculum is applied with the least significant possible curricular adaptations that favor their socialization and preparation for life. In Physical Education, the historical-cultural paradigm of L. S. Vigotsky is in force and his Postulates are an orientation tool for those who teach this subject; hence linking and relating both elements is the objective of this article. In conclusion, the need to take advantage of the opportunities offered by Vigotskian postulates on this subject to raise the cultural level of teachers and put them into practice in the pedagogical process is highlighted.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - The Postulates of Vigotski and the Pedagogical Art in an Inclusive Physical Education
AU  - Mercedes Estupinan Gonzalez
Y1  - 2022/08/31
PY  - 2022
N1  - https://doi.org/10.11648/j.ijsspe.20220703.14
DO  - 10.11648/j.ijsspe.20220703.14
T2  - International Journal of Sports Science and Physical Education
JF  - International Journal of Sports Science and Physical Education
JO  - International Journal of Sports Science and Physical Education
SP  - 80
EP  - 84
PB  - Science Publishing Group
SN  - 2575-1611
UR  - https://doi.org/10.11648/j.ijsspe.20220703.14
AB  - Currently, social awareness aimed at people with special educational needs associated or not with disabilities has gradually raised awareness, moving from a limited and protective vision to the possibility of improving their levels of education that lead to their social insertion with differentiated attention, but starting from its potential, taking into account its limitations and if it is possible to incorporate a general school so as not to slow down its development. Diversity in the school environment, inclusion in the class where the teacher's pedagogical art must respond and attend to the interests, motivations and concerns of each child, adolescent and young person, who also have different learning rhythms. Integration from Physical Education to promote total involvement in each of the class activities, where the real needs and possibilities of the students are met; action programs are designed that allow their participation with real possibilities of success and the ordinary curriculum is applied with the least significant possible curricular adaptations that favor their socialization and preparation for life. In Physical Education, the historical-cultural paradigm of L. S. Vigotsky is in force and his Postulates are an orientation tool for those who teach this subject; hence linking and relating both elements is the objective of this article. In conclusion, the need to take advantage of the opportunities offered by Vigotskian postulates on this subject to raise the cultural level of teachers and put them into practice in the pedagogical process is highlighted.
VL  - 7
IS  - 3
ER  -

Copy | Download