Racionalidade neoliberal e sensibilização para a inclusão escolar de deficientes
Autor(a) principal: | |
---|---|
Data de Publicação: | 2015 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/3484 |
Resumo: | "Sensitizing" is one of the most often used verbs in the current inclusion policies in Brazil. Several documents have highlighted the historical urgency of access, participation and acceptance of all, particularly in the regular school, and the interaction between disabled and non-disabled people has been strongly encouraged in Contemporaneity. This thesis aims at problematizing the provenience, emergence, functioning and effects of this call in this country. In order to do that, it has addressed a set of documents, including magazines, handbooks, tests, guides and campaigns intended to raise awareness of the inclusion of disabled people by the school community. The central focus of this research has been to understand how neoliberal rationality has conducted modes of subjectivation from practices of sensitization for the inclusion of disabled students in school in Brazil. Such problematization has employed analytical tools developed by Michel Foucault, such as governmentality, government by the truth and subjectivation. Inspired by the genealogical method, the study has attempted to understand how we have taken up the sensitization practices as guidelines of self-conduct in relation to the disabled in the inclusive school. The analysis has evidenced the production of a ―pedagogy of sensitization to inclusion‖ that aims at mobilizing everyone to believe in the benefits, gains and advantages provided by active interaction with the disabled in the inclusive school. In those conditions, it has been possible to highlight the functionality of the sensitization practices to include the disabled in the school as practices of government of the self and the others which have been produced in the historical displacement from the risk of interacting to the risk of not interacting. On favoring the interest in the transformation of the self through partnerships between the disabled and the non-disabled and through leveling its very inclusive performance, the pedagogy of sensitization has become indispensable for both the consolidation and the maintenance of the inclusion regime of truth. Objectivation and subjectivation techniques that characterize other forms of conduction of conducts such as confession, direction of conscience and examination have been reshaped by the principles of cooperation and competitiveness, and this allows us to visualize the immanence between sensitization practices for the inclusion of the disabled in school and the neoliberal rationality in Brazil. |
id |
UFSM-20_47f76b8e2077dd3ab16c6a44c9c155e4 |
---|---|
oai_identifier_str |
oai:repositorio.ufsm.br:1/3484 |
network_acronym_str |
UFSM-20 |
network_name_str |
Manancial - Repositório Digital da UFSM |
repository_id_str |
3913 |
spelling |
2015-09-162015-09-162015-03-16MACHADO, Fernanda de Camargo. NEOLIBERAL RATIONALITY AND SENSITIZATION FOR INCLUSION OF THE DISABLED IN SCHOOL. 2015. 172 f. Tese (Doutorado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2015.http://repositorio.ufsm.br/handle/1/3484"Sensitizing" is one of the most often used verbs in the current inclusion policies in Brazil. Several documents have highlighted the historical urgency of access, participation and acceptance of all, particularly in the regular school, and the interaction between disabled and non-disabled people has been strongly encouraged in Contemporaneity. This thesis aims at problematizing the provenience, emergence, functioning and effects of this call in this country. In order to do that, it has addressed a set of documents, including magazines, handbooks, tests, guides and campaigns intended to raise awareness of the inclusion of disabled people by the school community. The central focus of this research has been to understand how neoliberal rationality has conducted modes of subjectivation from practices of sensitization for the inclusion of disabled students in school in Brazil. Such problematization has employed analytical tools developed by Michel Foucault, such as governmentality, government by the truth and subjectivation. Inspired by the genealogical method, the study has attempted to understand how we have taken up the sensitization practices as guidelines of self-conduct in relation to the disabled in the inclusive school. The analysis has evidenced the production of a ―pedagogy of sensitization to inclusion‖ that aims at mobilizing everyone to believe in the benefits, gains and advantages provided by active interaction with the disabled in the inclusive school. In those conditions, it has been possible to highlight the functionality of the sensitization practices to include the disabled in the school as practices of government of the self and the others which have been produced in the historical displacement from the risk of interacting to the risk of not interacting. On favoring the interest in the transformation of the self through partnerships between the disabled and the non-disabled and through leveling its very inclusive performance, the pedagogy of sensitization has become indispensable for both the consolidation and the maintenance of the inclusion regime of truth. Objectivation and subjectivation techniques that characterize other forms of conduction of conducts such as confession, direction of conscience and examination have been reshaped by the principles of cooperation and competitiveness, and this allows us to visualize the immanence between sensitization practices for the inclusion of the disabled in school and the neoliberal rationality in Brazil."Sensibilizar" é um dos verbos mais chamados à conjugação nas atuais políticas de inclusão no Brasil. Vários documentos ressaltam a urgência histórica de acesso, participação e aceitação de todos, especialmente na escola comum, e a convivência entre deficientes e não-deficientes vem sendo promovida com grande destaque na Contemporaneidade. Esta tese propôs problematizações sobre a proveniência, a emergência, o funcionamento e os efeitos desse chamado no país. Para tanto, debruçou-se sobre um conjunto de documentos, que inclui revistas, manuais, testes, cartilhas e campanhas, os quais objetivam conscientizar a comunidade escolar sobre a inclusão de deficientes. O interesse central desta pesquisa foi compreender como a racionalidade neoliberal vem conduzindo modos de subjetivação a partir das práticas de sensibilização para a inclusão escolar de deficientes no Brasil. Tal problematização mobilizou ferramentas analíticas desenvolvidas por Michel Foucault, entre as quais, destacam-se: governamentalidade, governo pela verdade e subjetivação. A partir de uma inspiração no método genealógico, buscou-se entender como assumimos as práticas de sensibilização como diretrizes de autoconduta frente aos deficientes na escola inclusiva. A analítica indicou a produção de uma ―pedagogia da sensibilização para a inclusão‖ que busca mobilizar todos e cada um a apostar nos benefícios, nos ganhos, nas vantagens advindas da convivência ativa com os deficientes na escola inclusiva. Nessas condições, foi possível destacar a funcionalidade das práticas de sensibilização para a inclusão escolar de deficientes como práticas de governo de si e dos outros, que vêm se produzindo no deslocamento histórico de um risco de conviver para um risco de não conviver. Ao promover o interesse pela transformação de si, pela parceria entre deficientes e não-deficientes, pelo nivelamento de sua própria performance inclusiva, a pedagogia da sensibilização vem se mostrando indispensável para a consolidação e manutenção do regime de verdade da inclusão. Técnicas de objetivação e subjetivação próprias de outras modalidades de condução das condutas tais como a confissão, a direção da consciência e o exame são remoldadas pelos princípios da cooperação e da concorrência, o que permite visualizar a imanência entre as práticas de sensibilização para a inclusão escolar de deficientes e a racionalidade neoliberal no Brasil.Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em EducaçãoUFSMBREducaçãoInclusão escolarSensibilizaçãoDeficiênciaNeoliberalismoGovernamentalidadeSchool inclusionSensitizationDisabilityNeoliberalismGovernmentalityCNPQ::CIENCIAS HUMANAS::EDUCACAORacionalidade neoliberal e sensibilização para a inclusão escolar de deficientesNeoliberal rationality and sensitization for inclusion of the disabled in schoolinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisLunardi-Lazzarin, Márcia Lisehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4798417Z2Veiga-neto, Alfredo José dahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4709954U0Garcia, Maria Manuela Alveshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794170Z8Tomazetti, Elisete Medianeirahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4709307J4Oliveira, Marilda Oliveira dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4783298U1http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4522434J6Machado, Fernanda de Camargo700800000006400300300300300300300065612d2-21af-474c-8677-df9646a37347f70b5caf-8815-4d5b-90a4-6185c8964d96c9d93142-bc55-4380-a265-1e513a23778ff1545c8f-42b6-455a-bc4d-0dd9023a91f04bc8696a-fc3a-47d8-b27e-b1713465f1b804e95e03-23df-45fe-8cc3-207b50722962info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALMACHADO, FERNANDA DE CAMARGO.pdfapplication/pdf1851816http://repositorio.ufsm.br/bitstream/1/3484/1/MACHADO%2c%20FERNANDA%20DE%20CAMARGO.pdf312072ad687aea342263d04ad2087a60MD51TEXTMACHADO, FERNANDA DE CAMARGO.pdf.txtMACHADO, FERNANDA DE CAMARGO.pdf.txtExtracted texttext/plain388554http://repositorio.ufsm.br/bitstream/1/3484/2/MACHADO%2c%20FERNANDA%20DE%20CAMARGO.pdf.txt0969e0a5e424b6fb2151e984a719a280MD52THUMBNAILMACHADO, FERNANDA DE CAMARGO.pdf.jpgMACHADO, FERNANDA DE CAMARGO.pdf.jpgIM Thumbnailimage/jpeg4858http://repositorio.ufsm.br/bitstream/1/3484/3/MACHADO%2c%20FERNANDA%20DE%20CAMARGO.pdf.jpg71a5ce34cf4a97d73b21e965909ee5fdMD531/34842017-07-30 18:28:11.44oai:repositorio.ufsm.br:1/3484Repositório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestopendoar:39132017-07-30T21:28:11Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Racionalidade neoliberal e sensibilização para a inclusão escolar de deficientes |
dc.title.alternative.eng.fl_str_mv |
Neoliberal rationality and sensitization for inclusion of the disabled in school |
title |
Racionalidade neoliberal e sensibilização para a inclusão escolar de deficientes |
spellingShingle |
Racionalidade neoliberal e sensibilização para a inclusão escolar de deficientes Machado, Fernanda de Camargo Inclusão escolar Sensibilização Deficiência Neoliberalismo Governamentalidade School inclusion Sensitization Disability Neoliberalism Governmentality CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Racionalidade neoliberal e sensibilização para a inclusão escolar de deficientes |
title_full |
Racionalidade neoliberal e sensibilização para a inclusão escolar de deficientes |
title_fullStr |
Racionalidade neoliberal e sensibilização para a inclusão escolar de deficientes |
title_full_unstemmed |
Racionalidade neoliberal e sensibilização para a inclusão escolar de deficientes |
title_sort |
Racionalidade neoliberal e sensibilização para a inclusão escolar de deficientes |
author |
Machado, Fernanda de Camargo |
author_facet |
Machado, Fernanda de Camargo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lunardi-Lazzarin, Márcia Lise |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4798417Z2 |
dc.contributor.referee1.fl_str_mv |
Veiga-neto, Alfredo José da |
dc.contributor.referee1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4709954U0 |
dc.contributor.referee2.fl_str_mv |
Garcia, Maria Manuela Alves |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794170Z8 |
dc.contributor.referee3.fl_str_mv |
Tomazetti, Elisete Medianeira |
dc.contributor.referee3Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4709307J4 |
dc.contributor.referee4.fl_str_mv |
Oliveira, Marilda Oliveira de |
dc.contributor.referee4Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4783298U1 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4522434J6 |
dc.contributor.author.fl_str_mv |
Machado, Fernanda de Camargo |
contributor_str_mv |
Lunardi-Lazzarin, Márcia Lise Veiga-neto, Alfredo José da Garcia, Maria Manuela Alves Tomazetti, Elisete Medianeira Oliveira, Marilda Oliveira de |
dc.subject.por.fl_str_mv |
Inclusão escolar Sensibilização Deficiência Neoliberalismo Governamentalidade |
topic |
Inclusão escolar Sensibilização Deficiência Neoliberalismo Governamentalidade School inclusion Sensitization Disability Neoliberalism Governmentality CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
School inclusion Sensitization Disability Neoliberalism Governmentality |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
"Sensitizing" is one of the most often used verbs in the current inclusion policies in Brazil. Several documents have highlighted the historical urgency of access, participation and acceptance of all, particularly in the regular school, and the interaction between disabled and non-disabled people has been strongly encouraged in Contemporaneity. This thesis aims at problematizing the provenience, emergence, functioning and effects of this call in this country. In order to do that, it has addressed a set of documents, including magazines, handbooks, tests, guides and campaigns intended to raise awareness of the inclusion of disabled people by the school community. The central focus of this research has been to understand how neoliberal rationality has conducted modes of subjectivation from practices of sensitization for the inclusion of disabled students in school in Brazil. Such problematization has employed analytical tools developed by Michel Foucault, such as governmentality, government by the truth and subjectivation. Inspired by the genealogical method, the study has attempted to understand how we have taken up the sensitization practices as guidelines of self-conduct in relation to the disabled in the inclusive school. The analysis has evidenced the production of a ―pedagogy of sensitization to inclusion‖ that aims at mobilizing everyone to believe in the benefits, gains and advantages provided by active interaction with the disabled in the inclusive school. In those conditions, it has been possible to highlight the functionality of the sensitization practices to include the disabled in the school as practices of government of the self and the others which have been produced in the historical displacement from the risk of interacting to the risk of not interacting. On favoring the interest in the transformation of the self through partnerships between the disabled and the non-disabled and through leveling its very inclusive performance, the pedagogy of sensitization has become indispensable for both the consolidation and the maintenance of the inclusion regime of truth. Objectivation and subjectivation techniques that characterize other forms of conduction of conducts such as confession, direction of conscience and examination have been reshaped by the principles of cooperation and competitiveness, and this allows us to visualize the immanence between sensitization practices for the inclusion of the disabled in school and the neoliberal rationality in Brazil. |
publishDate |
2015 |
dc.date.accessioned.fl_str_mv |
2015-09-16 |
dc.date.available.fl_str_mv |
2015-09-16 |
dc.date.issued.fl_str_mv |
2015-03-16 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
MACHADO, Fernanda de Camargo. NEOLIBERAL RATIONALITY AND SENSITIZATION FOR INCLUSION OF THE DISABLED IN SCHOOL. 2015. 172 f. Tese (Doutorado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2015. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/3484 |
identifier_str_mv |
MACHADO, Fernanda de Camargo. NEOLIBERAL RATIONALITY AND SENSITIZATION FOR INCLUSION OF THE DISABLED IN SCHOOL. 2015. 172 f. Tese (Doutorado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2015. |
url |
http://repositorio.ufsm.br/handle/1/3484 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
400 300 300 300 300 300 300 |
dc.relation.authority.fl_str_mv |
065612d2-21af-474c-8677-df9646a37347 f70b5caf-8815-4d5b-90a4-6185c8964d96 c9d93142-bc55-4380-a265-1e513a23778f f1545c8f-42b6-455a-bc4d-0dd9023a91f0 4bc8696a-fc3a-47d8-b27e-b1713465f1b8 04e95e03-23df-45fe-8cc3-207b50722962 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
BR |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
bitstream.url.fl_str_mv |
http://repositorio.ufsm.br/bitstream/1/3484/1/MACHADO%2c%20FERNANDA%20DE%20CAMARGO.pdf http://repositorio.ufsm.br/bitstream/1/3484/2/MACHADO%2c%20FERNANDA%20DE%20CAMARGO.pdf.txt http://repositorio.ufsm.br/bitstream/1/3484/3/MACHADO%2c%20FERNANDA%20DE%20CAMARGO.pdf.jpg |
bitstream.checksum.fl_str_mv |
312072ad687aea342263d04ad2087a60 0969e0a5e424b6fb2151e984a719a280 71a5ce34cf4a97d73b21e965909ee5fd |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
|
_version_ |
1801223814487474176 |