GENEALOGY AS A TOOL TO THINK THE IN/EXCLUSION PROCESSES OF THE PRESENT SCHOOL

• Autor(a) principal: Lockmann, Kamila
• Data de Publicação: 2011
• Outros Autores: Henning, Paula Corrêa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Teoria e Prática da Educação (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/15337
• topic: school inclusion; normalization society; genealogy.; inclusão escolar; sociedade de normalização; genealogia.

The article is intended to discuss school inclusion as a Public Policy of the present days. In order to do this we introduce some historical fragments that may be constituted as possibility conditions for the emergency of the current discourses of school inclusion. From the models of exclusion – leprosy - and inclusion – plague and variola – introduced by Michael Foucault in some of his courses, we can see differentiated forms of the practice of power in a society. From these examples, we problematize the education discourses of the present days. The analysis of such discourses has made it possible for us to understand inclusion as a mechanism of control that the normalization society puts into operation based on the performance of disciplinary power and bio-power. The Inclusion discourse becomes a protection and order project, like a social defense project, creating different strategies of management/prevention of the risk caused by abnormality. Consequently, Inclusion, approximatingthe abnormal to the conviviality with he normal ones, becomes another protection mechanism in defense of society, in the search of a world where everyone has his/her place.