Diversity and special education in dialogues: reflections about the inclusion discourse
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Publication Date: | 2013 |
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Format: | Article |
Language: | por |
Source: | Revista Educação Especial (UFSM) |
Download full: | http://periodicos.ufsm.br/educacaoespecial/article/view/8269 |
Summary: | This article addresses issues related to production of discourses on inclusion of special education students within the schooling process in regular schools. The theoretical and methodological framework is based on references of Michel Foucault and his epistemological possibilities of understanding as a problematization surrounded by a social issue about inclusion possibilities. For Foucault (1975), valuing diversity is enmeshed in the formation of the concept of abnormality, with the principles of truth and justice, in the grotesque exercise of the mechanics of power, knowledge concerning a subject seen as different. The objective in this discussion is to do a reflection on some files which preceded the orientation of subsidies of the document produced as National Policy on Special Education. In this reflection, under the inclusion perspective, their possibilities and limits of transgression are demonstrated together, making it clear that this is not limited to the aspects relating to teaching practices and, but to social practices marked by an arsenal of prejudices. The results revealed that, nowadays, the discourse on school inclusion in these files bring the exam as a strategy for agglutination, allowing a better control of the differences and that the schools that have not been able to care for those students considered normal are now responsible for this social correction. Such conditions create a variety of different challenges to school structure, results from accumulated distortions by the deviation of these purposes, as field of conflicts and strengthening of social differences. |
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Diversity and special education in dialogues: reflections about the inclusion discourseDiversidade e educação especial em diálogos: reflexões sobre os discursos da inclusãoDiversitySpecial EducationDiscourse and Inclusion.DiversidadeEducação EspecialDiscursos e Inclusão.This article addresses issues related to production of discourses on inclusion of special education students within the schooling process in regular schools. The theoretical and methodological framework is based on references of Michel Foucault and his epistemological possibilities of understanding as a problematization surrounded by a social issue about inclusion possibilities. For Foucault (1975), valuing diversity is enmeshed in the formation of the concept of abnormality, with the principles of truth and justice, in the grotesque exercise of the mechanics of power, knowledge concerning a subject seen as different. The objective in this discussion is to do a reflection on some files which preceded the orientation of subsidies of the document produced as National Policy on Special Education. In this reflection, under the inclusion perspective, their possibilities and limits of transgression are demonstrated together, making it clear that this is not limited to the aspects relating to teaching practices and, but to social practices marked by an arsenal of prejudices. The results revealed that, nowadays, the discourse on school inclusion in these files bring the exam as a strategy for agglutination, allowing a better control of the differences and that the schools that have not been able to care for those students considered normal are now responsible for this social correction. Such conditions create a variety of different challenges to school structure, results from accumulated distortions by the deviation of these purposes, as field of conflicts and strengthening of social differences.http://dx.doi.org/10.5902/1984686X8269Este artigo trata de questões referentes à produção dos discursos sobre a inclusão, tendo como ponto de apoio aqueles direcionados aos alunos da educação especial no processo de escolarização nas escolas ditas comuns. O aporte teórico e metodológico tem como base os referenciais de Michel Foucault e suas possibilidades epistemológicas de compreensões, enquanto uma problematização cercada por um imaginário social sobre as possibilidades de uma inclusão. Para Foucault (1975), a valorização da diversidade se imbrica na formação do conceito de anormalidade, com os princípios de verdade e justiça, no grotesco exercício da mecânica do poder, saber em vista a um sujeito dito diferente. Estabeleceu-se como objetivo, nesta discussão, uma reflexão de alguns arquivos que antecederam as orientações dos subsídios do documento elaborado como Política Nacional de Educação Especial. Nessa reflexão, sob a perspectiva da inclusão, são demonstrados suas possibilidades e seus limites de transgressão, deixando evidente que isto não se limita aos aspectos relacionados às práticas pedagógicas e, sim, às práticas sociais demarcadas por um arsenal de preconceitos. Os resultados revelaram que, no momento atual, os discursos produzidos sobre a inclusão escolar, contidos nesses arquivos, trazem o exame como estratégia de aglutinação, permitindo um melhor controle das diferenças e que as instituições escolares, embora não venham dando conta nem daqueles alunos ditos normais, são responsáveis por essa correção social. Tais condições geram uma variedade de diferentes desafios à estrutura escolar, fruto de distorções acumuladas pelo desvio de seus propósitos, como sendo campo de conflitos e espaço para reforço das diferenças sociais. Universidade Federal de Santa Maria2013-11-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/826910.5902/1984686X8269Special Education Magazine; Revista Educação Especial, v. 26, n. 47, set./dez. 2013; 685-698Revista de Educación Especial; Revista Educação Especial, v. 26, n. 47, set./dez. 2013; 685-698Revista Educação Especial; Revista Educação Especial, v. 26, n. 47, set./dez. 2013; 685-6981984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/8269/pdfOsório, Antônio Carlos do NascimentoLeão, Tatiana Calheiros Lapasinfo:eu-repo/semantics/openAccess2015-06-02T17:06:46Zoai:ojs.pkp.sfu.ca:article/8269Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2015-06-02T17:06:46Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Diversity and special education in dialogues: reflections about the inclusion discourse Diversidade e educação especial em diálogos: reflexões sobre os discursos da inclusão |
title |
Diversity and special education in dialogues: reflections about the inclusion discourse |
spellingShingle |
Diversity and special education in dialogues: reflections about the inclusion discourse Osório, Antônio Carlos do Nascimento Diversity Special Education Discourse and Inclusion. Diversidade Educação Especial Discursos e Inclusão. |
title_short |
Diversity and special education in dialogues: reflections about the inclusion discourse |
title_full |
Diversity and special education in dialogues: reflections about the inclusion discourse |
title_fullStr |
Diversity and special education in dialogues: reflections about the inclusion discourse |
title_full_unstemmed |
Diversity and special education in dialogues: reflections about the inclusion discourse |
title_sort |
Diversity and special education in dialogues: reflections about the inclusion discourse |
author |
Osório, Antônio Carlos do Nascimento |
author_facet |
Osório, Antônio Carlos do Nascimento Leão, Tatiana Calheiros Lapas |
author_role |
author |
author2 |
Leão, Tatiana Calheiros Lapas |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Osório, Antônio Carlos do Nascimento Leão, Tatiana Calheiros Lapas |
dc.subject.por.fl_str_mv |
Diversity Special Education Discourse and Inclusion. Diversidade Educação Especial Discursos e Inclusão. |
topic |
Diversity Special Education Discourse and Inclusion. Diversidade Educação Especial Discursos e Inclusão. |
description |
This article addresses issues related to production of discourses on inclusion of special education students within the schooling process in regular schools. The theoretical and methodological framework is based on references of Michel Foucault and his epistemological possibilities of understanding as a problematization surrounded by a social issue about inclusion possibilities. For Foucault (1975), valuing diversity is enmeshed in the formation of the concept of abnormality, with the principles of truth and justice, in the grotesque exercise of the mechanics of power, knowledge concerning a subject seen as different. The objective in this discussion is to do a reflection on some files which preceded the orientation of subsidies of the document produced as National Policy on Special Education. In this reflection, under the inclusion perspective, their possibilities and limits of transgression are demonstrated together, making it clear that this is not limited to the aspects relating to teaching practices and, but to social practices marked by an arsenal of prejudices. The results revealed that, nowadays, the discourse on school inclusion in these files bring the exam as a strategy for agglutination, allowing a better control of the differences and that the schools that have not been able to care for those students considered normal are now responsible for this social correction. Such conditions create a variety of different challenges to school structure, results from accumulated distortions by the deviation of these purposes, as field of conflicts and strengthening of social differences. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-11-06 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/8269 10.5902/1984686X8269 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/8269 |
identifier_str_mv |
10.5902/1984686X8269 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/8269/pdf |
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 |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial, v. 26, n. 47, set./dez. 2013; 685-698 Revista de Educación Especial; Revista Educação Especial, v. 26, n. 47, set./dez. 2013; 685-698 Revista Educação Especial; Revista Educação Especial, v. 26, n. 47, set./dez. 2013; 685-698 1984-686X reponame:Revista Educação Especial (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 |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
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1799944199604273152 |