DIALOGUES BETWEEN CLINICAL PRACTICE AND HISTORICAL-CULTURAL NEUROPSYCHOLOGY: CHALLENGES IN THE DEVELOPMENT OF HIGHER FUNCTIONS OF ADOLESCENTES WITH SCHOOL DIFFICULTIES
Abstract
The objective of this study is to discuss how the historical-cultural clinic and the historical-cultural neuropsychology has been working with adolescents with learning difficulties, with the aim of transforming the activity of individuals to their full development. The theories of Vygotsky and Luria were used as an idea to understand development in the period of adolescence and its crisis. Several intervention strategies were presented in psychological functions, based on the modification and analysis of school activities. The studies show that the historical-cultural clinic is that the difficulties of learning should not be seen as a destination, something is inmutable. They are challenges that can be faced with proper intervention.Por el contrario, son retos que pueden ser afrontados con una intervención adecuada. By recognizing the importance of social, cultural, and emotional interactions in cognitive development, we can develop more effective and inclusive educational practices that enable adolescents with learning disabilities to advance their developmental potential as active, critical, autonomous, and entitled.
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Copyright (c) 2025 Ana Ignez Belém , Yulia Solovieva , José da Silva Oliveira Neto
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