SCHOOL INCLUSION: REFLECTIONS ON THE TRANSMUTATION OF DIFFICULTY INTO DISORDER

• Autor(a) principal: Gomes, Selma Regina
• Data de Publicação: 2024
• Outros Autores: Reis, Marlene Barbosa de Freitas
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educativa
• Texto Completo: https://seer.pucgoias.edu.br/index.php/educativa/article/view/14130
• topic: School inclusion; Pathologization; Difficulty/disorder; Inclusão Escolar; Patologização; Dificuldade/Transtorno

The content of this article is linked to research that addresses the matter of School Inclusion with a focus on the problem of educational practice that is configured as practice pathologizing the difficulties linked to the schooling process through its transmutation into disorders. The aim is to discuss the practice of pathologizing education which has been established in a naturalized way within schools, starting from the idea that this practice has intensified with the implementation of inclusive schools as well as the interpretation of the concept of specificeducational needs from the point of view of a model based on defects. In terms of methodology, this is a qualitative and documentary study, which has been carriedout with the aim of drawing comparisons between the reality of Inclusive Education in Brazil and Argentina. It is the result of a theoretical study based on authorssuch as Mittler (2003), Moysés and Collares (2014) and documentary research into statistical reports made available by the Ministries of Education in these countries,from 2017 and 2021, providing quantitative data on the enrollment of students diagnosed with intellectual disabilities. The results show a significant increase in thenumber of children and young people diagnosed with these conditions and enrolled in ordinary Basic Education classes, as part of Special Education. Considering the practice of lightweight diagnosis and early identification of problems in schoolchildren who deviate from the normalized school pattern, it is believed that difficulty in the schooling process is no longer the focus of pedagogical investment, but rather a clinical issue.