Vygotsky’s Cultural-Historical Theory as a Foundation for a Transformative Education inRomani Communities

Abstract

This study analyzes how the principles of Vygotsky’s Cultural-Historical Theory can support aTransformative Education approach aimed at Romani communities. Considering the central roleof social interactions and cultural knowledge in learning and identity formation, the researchhighlights the importance of integrating Romani culture into school practices to foster cognitiveand social development among children and youth. Justified by the historical invisibility andeducational exclusion of these communities, this qualitative, bibliographic study proposesinclusive and intercultural pedagogical practices that promote belonging, respect for diversity,and social transformation within the educational contexto.