A educação das crianças 'carentes' nas classes de adaptação: uma forma de controle social

• Autor(a) principal: Andrade, Cidea Gonçalves de
• Data de Publicação: 1979
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional do FGV (FGV Repositório Digital)
• Texto Completo: http://hdl.handle.net/10438/9245
• topic: Educação; Educação especial; Crianças de aprendizagem lenta

The basic aim of this work is to identify the principles of a one kind of education: the compensatory assistance offered to children of the 50 called 'handcapped classes', named 'desprived students'. Related to this is the development of a special space where this process of education takes place and which, in Brazil, is given the name of 'Classes de Adaptação' (Compensatory Classes). In order to account for as many aspects of the question as possible, the first point to be dealt with is the pedagogic language, considered here as the language of the dominant class. We shall point out some theoretical references to questions such as 'deprivation', problems concerning the creation of the 'Compensatory Education' as well as try and work out what its social functions. An analysis of these proposals depend on a good understanding of categories such as 'cultural marginality', 'cultural deprivation', 'culture of poverty', and also of the expression 'theoretical net', used by Foucault, which very much helped us to think about the importance of the theme of 'deprivation' as well as of its correspondent 'compensation'. The analysis show that behind the wish to 'compensate' the 'deprivation' of these children (considered 'handcapped' because of the difficulties they have to learn), is the real intention to send them to special classes where 'compensatory education' takes place aiming at one and only goal: to bring them under control in order to turn them into submissive children, useful enough to the prevailing production system. These points help us to understand the difficulties these children face at school, which are not due to 'cultural inadaptability', which is a concept of the dominant ideology taught at school. Quite the contrary, the children's difficulties are rather a political problem in which their social origine is one of the main points that make them identifiable as 'deprived'.