INFÂNCIAS E DEFICIÊNCIA NOS DISCURSOS OFICIAIS BRASILEIROS À LUZ DA SOCIOLOGIA DA INFÂNCIA

• Autor(a) principal: Silva, Ariel de Jesus
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMS
• Texto Completo: https://repositorio.ufms.br/handle/123456789/3618
• topic: Participação; Educação; Liberdade; Autonomia.

The image present in the social imaginary when thinking about childhood is associated with a fragile and dependent subject. More when specifically speaking about children with disabilities, such as notions of limitation, dependency and fragility, they can gain even more evident contours. In contrast to the notions of common sense, Sociology of Childhood proposes the study of childhoods under the bias of autonomous subjects, free and participating in the development processes themselves. In this sense, the present study, linked to the line of research Education, Childhoods and Diversities, aims to understand the approach given by the official Brazilian discourse to childhoods and disabilities, based on the propositions of the Sociology of Childhood. To carry out the analyzes, excerpts from the official discourse expressed in the Statute of Children and Adolescents (ECA) and in the Statute of People with Disabilities (EPCD), which contained the terms “participation”, were chosen; "Freedom"; and “education”. The term “autonomy” was a bulletin listed for an analysis. However, due to the scarcity of occurrences in the ECA (only one appearance in the 267 articles of the standard), it was not used as a criterion for the selection of sections. It is highlighted here that, throughout this dissertation, the term childhood is used in the plural to emphasize the plurality of ways of being a child, while the term disability is used in the singular to avoid associations with the sectorized care system based on specific types of care. deficiency. The research has a qualitative approach, using, for the survey of the analyzed normative collection, the technique of documentary study, and, for theoretical contributions, the technique of bibliographic studies. The relevance and exclusion of this study are materialized in the possibility of denouncing the stigmatization, exclusion and invisibility of both children and people with disabilities in laws and official documents that protect them. This study understands that the nature of official speeches opens the way for the construction of inclusive policies that can guarantee the possibility of effective participation of children with disabilities. Furthermore, it was found that there are more points of approximation, between official discourse and propositions of the Sociology of Childhoods, than points of distance.