Avatar teacher of in/exclusion. Self government, self-management and hate speeches

Detalhes bibliográficos
Autor(a) principal: Schwamberger, Cintia Maria
Data de Publicação: 2022
Outros Autores: Grinberg, Silvia
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/71318
Resumo: The inclusion practices, for decades, have been produced in the tension of in/exclusion. This article presents, based on the results of qualitative research in special education schools in the Metropolitan Region of Buenos Aires, an analysis of the processes of inclusion of students with disabilities. The objective of this study, through in-depth interviews and participant observations at school, is to understand the forms that in/exclusion acquires in the present. We hold as a hypothesis that teaching practices to support inclusion in contexts of urban poverty are produced in the figure of an "Avatar". We propose this figure as the way in which teachers are called to deal with the always others who have become subject and object of inclusion. A (non-human) digital analogy in which a (human) subject must guarantee the right to education while becoming a key part of the weakening of democracies. As result, multiple in/excluded are made up of the weakening of democracies that calls for revisiting the question regarding other bodies, which ones are assumed to be more deadly than others. We conclude that, while inclusion rests on the self-management capacity of the subjects and institutions that results in in/exclusion, it is precisely in its impossibility that the hate speeches and security claims typical of the conservatism of this century are based.
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spelling Avatar teacher of in/exclusion. Self government, self-management and hate speeches Docente avatar de la in/exclusión. El gobierno de sí, autogestión y discursos de odioAvatar professor da in/exclusão. Autogoverno, autogestão e discursos de ódioIn/ExclusionConservatismTeaching PracticesIn/ExclusiónConservadurismoPrácticas DocentesIn/ExclusãoConservadurismoPráticas DocentesThe inclusion practices, for decades, have been produced in the tension of in/exclusion. This article presents, based on the results of qualitative research in special education schools in the Metropolitan Region of Buenos Aires, an analysis of the processes of inclusion of students with disabilities. The objective of this study, through in-depth interviews and participant observations at school, is to understand the forms that in/exclusion acquires in the present. We hold as a hypothesis that teaching practices to support inclusion in contexts of urban poverty are produced in the figure of an "Avatar". We propose this figure as the way in which teachers are called to deal with the always others who have become subject and object of inclusion. A (non-human) digital analogy in which a (human) subject must guarantee the right to education while becoming a key part of the weakening of democracies. As result, multiple in/excluded are made up of the weakening of democracies that calls for revisiting the question regarding other bodies, which ones are assumed to be more deadly than others. We conclude that, while inclusion rests on the self-management capacity of the subjects and institutions that results in in/exclusion, it is precisely in its impossibility that the hate speeches and security claims typical of the conservatism of this century are based.Las prácticas de inclusión, hace decenios, se producen en la tensión de la in/exclusión. El presente artículo presenta, a partir de resultados de investigación cualitativa en escuelas de educación especial de la Región Metropolitana de Buenos Aires, una analítica de los procesos de inclusión de estudiantes con discapacidad. El objetivo de este estudio, mediante entrevistas en profundidad, se centra en la comprensión de las formas que adquiere la in/exclusión. Como hipótesis proponemos la figura del Avatar como el modo en que los docentes son llamados a ocuparse de los siempre otros devenidos sujeto y objeto de inclusión. Una analogía digital (no humana) en la que un sujeto (humano) debe garantizar el derecho a la educación mientras se vuelve parte clave de la fragilización de las democracias. Concluimos que, mientras la inclusión descansa sobre la capacidad de autogestión de los sujetos e instituciones que resulta en in/exclusión es, justamente, en su imposibilidad que se asientan los discursos del odio y los reclamos de seguridad propio de los conservadurismos del presente siglo.As práticas de inclusão, há décadas, são produzidas na tensão da in/exclusão. Este artigo apresenta, com base nos resultados de uma pesquisa qualitativa em escolas de educação especial da Região Metropolitana de Buenos Aires, uma análise dos processos de inclusão de alunos com deficiência. O objetivo deste estudo, por meio de entrevistas em profundidade e observações participantes na escola, é compreender as formas que a in/exclusão adquire no presente. Temos como hipótese que as práticas pedagógicas de apoio à inclusão em contextos de pobreza urbana são produzidas na figura de um "Avatar". Propomos essa figura como a forma pela qual os professores são chamados a lidar com os sempre outros que se tornaram sujeitos e objetos de inclusão. Uma analogia digital (não humana) em que um sujeito (humano) deve garantir o direito à educação ao mesmo tempo em que se torna parte fundamental do enfraquecimento das democracias. Como resultante, assim, os múltiplos in/excluídos são constituídos pelo enfraquecimento das democracias que convoca a revisitar a questão dos outros corpos, quais se assumem mais mortíferos do que outros. Concluímos que, enquanto a inclusão repousa na capacidade de autogestão dos sujeitos e instituições que resulta em in/exclusão, é justamente na sua impossibilidade que se baseiam os discursos de ódio e as reivindicações de segurança típicas do conservadorismo deste século.Universidade Federal de Santa Maria2022-12-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/7131810.5902/1984686X71318Special Education Magazine; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e61/1-19Revista de Educación Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e61/1-19Revista Educação Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e61/1-191984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/71318/50610http://periodicos.ufsm.br/educacaoespecial/article/view/71318/50611Copyright (c) 2022 Revista Educação Especialhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSchwamberger, Cintia MariaGrinberg, Silvia2022-12-08T14:28:29Zoai:ojs.pkp.sfu.ca:article/71318Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2022-12-08T14:28:29Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Avatar teacher of in/exclusion. Self government, self-management and hate speeches
Docente avatar de la in/exclusión. El gobierno de sí, autogestión y discursos de odio
Avatar professor da in/exclusão. Autogoverno, autogestão e discursos de ódio
title Avatar teacher of in/exclusion. Self government, self-management and hate speeches
spellingShingle Avatar teacher of in/exclusion. Self government, self-management and hate speeches
Schwamberger, Cintia Maria
In/Exclusion
Conservatism
Teaching Practices
In/Exclusión
Conservadurismo
Prácticas Docentes
In/Exclusão
Conservadurismo
Práticas Docentes
title_short Avatar teacher of in/exclusion. Self government, self-management and hate speeches
title_full Avatar teacher of in/exclusion. Self government, self-management and hate speeches
title_fullStr Avatar teacher of in/exclusion. Self government, self-management and hate speeches
title_full_unstemmed Avatar teacher of in/exclusion. Self government, self-management and hate speeches
title_sort Avatar teacher of in/exclusion. Self government, self-management and hate speeches
author Schwamberger, Cintia Maria
author_facet Schwamberger, Cintia Maria
Grinberg, Silvia
author_role author
author2 Grinberg, Silvia
author2_role author
dc.contributor.author.fl_str_mv Schwamberger, Cintia Maria
Grinberg, Silvia
dc.subject.por.fl_str_mv In/Exclusion
Conservatism
Teaching Practices
In/Exclusión
Conservadurismo
Prácticas Docentes
In/Exclusão
Conservadurismo
Práticas Docentes
topic In/Exclusion
Conservatism
Teaching Practices
In/Exclusión
Conservadurismo
Prácticas Docentes
In/Exclusão
Conservadurismo
Práticas Docentes
description The inclusion practices, for decades, have been produced in the tension of in/exclusion. This article presents, based on the results of qualitative research in special education schools in the Metropolitan Region of Buenos Aires, an analysis of the processes of inclusion of students with disabilities. The objective of this study, through in-depth interviews and participant observations at school, is to understand the forms that in/exclusion acquires in the present. We hold as a hypothesis that teaching practices to support inclusion in contexts of urban poverty are produced in the figure of an "Avatar". We propose this figure as the way in which teachers are called to deal with the always others who have become subject and object of inclusion. A (non-human) digital analogy in which a (human) subject must guarantee the right to education while becoming a key part of the weakening of democracies. As result, multiple in/excluded are made up of the weakening of democracies that calls for revisiting the question regarding other bodies, which ones are assumed to be more deadly than others. We conclude that, while inclusion rests on the self-management capacity of the subjects and institutions that results in in/exclusion, it is precisely in its impossibility that the hate speeches and security claims typical of the conservatism of this century are based.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-08
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/71318
10.5902/1984686X71318
url http://periodicos.ufsm.br/educacaoespecial/article/view/71318
identifier_str_mv 10.5902/1984686X71318
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/71318/50610
http://periodicos.ufsm.br/educacaoespecial/article/view/71318/50611
dc.rights.driver.fl_str_mv Copyright (c) 2022 Revista Educação Especial
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Revista Educação Especial
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
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. 35, 2022 – Publicação Contínua – Qualis – A2; e61/1-19
Revista de Educación Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e61/1-19
Revista Educação Especial; Revista Educação Especial, v. 35, 2022 – Publicação Contínua – Qualis – A2; e61/1-19
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
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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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