Institucionalização e educação do menor anormal em Sergipe (1940-1979)

• Autor(a) principal: Minatel, Martha Morais
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/12520
• topic: História da educação; História da educação especial; História de Sergipe; Psiquiatria; Deficiência mental; History of special education; History of education; History of Sergipe; Psychiatry; Historia de la educación; Historia de la educación especial; CIENCIAS HUMANAS::EDUCACAO

This paper integrates productions of field of History in Education and historiography of Sergipe, having as theoretical-methodological foundation an assumptions of Cultural History. He dealt with a subject of abnormal childhood, delimiting as an object of study his institutionalization and educability. The general objective was to identify the representations and knowledge / power relations that drew discourses and practices aimed at the institutionalization and educability of abnormal childhood in Sergipe, from 1940 until1979. For that, following specific objectives were elaborated: a) to analyze a scientific knowledge that produced a discourse about educability or not of an abnormal ones and devices that emerged from that knowledge; b) to understand who were abnormal children who were an object of disciplinary devices of psychiatric normalization, the representations and medical, legal and educational practices that marked the daily life of these equipments; and c) to identify and analyze the practices and representations of the processes of institutionalization of abnormal childhood, focusing on special education in this search for possible relations between regular and special schools and psychiatric devices, with an emphasis on the institutional career of those considered as abnormal minors ("Of intelligence and judgment"). As a theoretical reference, of authors Canguilhem, Foucault and Bueno were used to understand a concepts of abnormality and abnormal individuals; institutionalization, psychiatric power and knowledge / power by Foucault; stigma and total institution elaborated by Goffman On theoretical-methodological reference, concepts of practices, representation and appropriation of Chartier and power relations, discourse and practices of Foucault were used. For an identification and analysis of the sources, we used Ginzburg index. Throughout of a text a constant dialogue was conducted with authors from field of History of Education and Special Education, as well as from History of Psychiatry in Brazil, who helped to understand the proposed theme. This paper defended of this work was that an institutionalization of abnormal childhood during years 1940-1979 was guided by medical knowledge and its fusion with Pedagogy (medical-pedagogical model), which produced discourses and practices that were negligent and denial of educability to those institutionalized in psychiatric hospitals, segregation and normalization in special institutions (Escola Bertilde de Carvalho and APAE), and in this special classes, excluding serious cases, special students were born with their respective category of mild and educable mental deficiency , although there was no deficiency whatsoever, which configured a historical school exclusion of those who for a time were considered idiots and mentally ill. The research considered that the power relations between a medical-pedagogical instances, supported by Justice, produced speeches and practices implemented in Sergipe soil, that institutionalized the childhood that deviated from a norm in specialized equipment. Reading of signs and signals from this researched sources revealed a social construction of an abnormality in children by scientific, economic, political, social, cultural and pedagogical precepts This abnormal minor nourished an institutions created to account for the social exclusion produced, above all, among the popular classes. The power norm was at this service of a social order and development for civilized nation in which education and childhood were not left out of this pattern. The (im)possibilities for educability of an abnormal children reflected how much it is necessary to problematize a debate of special education and an education for all, as well as devices created for this purpose.