Abstract
The present work is a theoretical study derived from a literary integrative review, which aimed to establish parallels between Vygotsky's immersion in analyzes of children with disabilities and his condition as a Jew as another, given the anti-Semitic context surrounding him. It begins by highlighting the historical and dated character of his contributions, demarcating the difficulties faced by Vygotsky when it comes to living in an idealized context so that he would be taken as a foreigner in his own land; it also points out the impacts that the 1917 Revolution had on his psyche and choices, given the dimension of this phenomenon. It ends by asserting that his predilection for analyzing issues involving children with disabilities in his texts is linked to his experience as a Jew in an anti-Semitic context, a relationship not yet explored in the literature.
Keywords
disabled person; prejudice; education; Alterity, Sociohistorical Psychology