From theoretical dialogue to inclusive practice: mediation and dialogism in science education for students with visual impairments

Abstract

This essay aims to analyze the convergences between the theoretical constructs of Lev Vygotsky and Mikhail Bakhtin, elucidating their implications for the teaching-learning process. It first examines the Vygotskian socio-interactionist theory, according to which the development of higher psychic functions occurs from the social sphere (interpsychological) to the individual sphere (intrapsychological). In this process, the Zone of Proximal Development (ZPD) is conceived as the dimension in which pedagogical mediation becomes effective, enhancing the learner's development beyond their autonomous capabilities. In parallel, it addresses Bakhtinian dialogism, which conceives language as an intrinsically social phenomenon, wherein every utterance is constituted in response to previous utterances, forming a continuous chain of communication. As empirical evidence of this theoretical articulation, a practical field experience in science education is analyzed. The research, conducted with visually impaired students on the Claudio Coutinho trail (Rio de Janeiro), investigated how accessibility barriers in a non-formal educational space hinder the appropriation of scientific knowledge. In this context, an audio guide was employed as a Vygotskian mediation tool, demonstrating its effectiveness by operating within the students' ZPD, connecting immediate sensory experience to abstract scientific concepts. Concurrently, the instrument fostered a Bakhtinian dialogic process, observed in the participants' enunciations, as they did not merely reproduce the content but actively reworked it, integrating it with their individual experiences and voices. The integration of these perspectives thus offers a robust theoretical framework for grounding pedagogical practices that transcend the knowledge transmission model, promoting the collaborative construction of meanings and establishing an inclusive educational environment oriented towards the development of autonomy and critical thinking in learners.