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Time and cognitive development: from Vygotsky's thinking to different notions of disability in the school environment

Education

Time and cognitive development: from Vygotsky's thinking to different notions of disability in the school environment

M. Ferreira, O. L. D. S. Filho, et al.

This research conducted by Marcello Ferreira, Olavo Leopoldino da Silva Filho, Ana Bárbara da Silva Nascimento, and Alexandre Betinardi Strapasson delves into the intricate relationship between time perception, cognitive development, and how disability is perceived in school settings. It highlights how linear time structures shape educational approaches to disability and redefine our understanding of developmental deficiencies in students.

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