Disability and the conceptions conforming the field of special education: permanencies and ruptures in its identity

• Autor(a) principal: Souza, Sirleine Brandão de
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/66151
• topic: Disability; Special Education; Knowledge production; Identity.; Discapacidad; Educación Especial; Producción de conocimiento; Identidad.; Deficiência; Educação Especial; Produção de conhecimento; Identidade.

This article aims to analyze, from the articles published in the journal Revista Brasileira de Educação Especial, between the years of 1992 and 2015, the concepts underlying the concept of disability employed by researchers in the field, through the characterization of the group of students who compose it, marked by certain spaces and historical times. The manuscripts were selected based on pre-established criteria and analyzed based on the Bourdieusian theoretical framework. As a result, the study identifies different conceptions underlying the concept of disability composing the field of Special Education, conforming permanencies and ruptures in its identity, demonstrating that neither its constitution nor the constitution of knowledge that is produced there, which institutes its audience’s identity are stable and inflexible, but rather they stem from distinct movements enmeshed by movements from other fields, especially the political field, as the space in which educational practices take place.