Support services for school inclusion and the constitution of differential normalities

• Autor(a) principal: Frohlich, Raquel
• Data de Publicação: 2018
• Outros Autores: Lopes, Maura Corcini
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/33074
• topic: School inclusion policies; Support services; Normalities.; Políticas de inclusión escolar; Servicios de apoyo; Normalidades.; Políticas de inclusão escolar; Serviços de apoio; Normalidades

This paper discusses the way in which distinct normalities are constituted in subjects with disabilities, considering the practices of support services for school inclusion. In order to do that, public policies that were in force from 1990 to 2015 were analyzed. These policies determined part of the conditions to achieve school inclusion in Brazil, and they are related to the establishment of support services regarded as necessary to attain it. The theoretical-methodological tool of normalization was used to analyze the research files, based on the field of Foucauldian studies in Education. The analytical exercises have pointed out practices of constitution of curves of differential normalities that fragment the individual with disability into small diagnosis curves. The process of fragmentation of the subject with disability carried out by different professionals enables far more than the disability identification. This process of fragmentation operates the indication of small normalities that constitute that subject. Hence, a varied range of expressions of disability are naturalized, thus contributing to decrease the impacts on the lives of the subjects that have them.