The Production of Normalizing Practices in Guiding/Regulating Discourses of Specialized Educational Assistance

• Autor(a) principal: Menezes, Eliana Pereira de
• Data de Publicação: 2014
• Outros Autores: Mello, Vanessa Shceid Santanna de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/13650
• topic: Inclusion; Specialized Educational Assistance; Normalization.; Inclusão; AEE; Normalização

Over the last decades, there has been an emphasis on political actions addressing the inclusion of disabled students in regular schools. Regarded as a possibility of overcoming the exclusion condition to which such students have been “subject” over time, the inclusive school, “open to diversity”, has been invited to approach actions and projects to meet the new student demand. Among such actions, the Specialized Educational Assistance (SEA) has been one of the main targets of investment by the current Brazilian government. This research aims at analyzing the guidelines for structuring SEA in regular schools by problematizing their principles and possible effects on school practices. From the analyses, it seems that the inclusive school should be constituted from a questionable acknowledgement of difference. According to guiding and regulating discourses produced by the Federal Government, the school should be in charge of delimitating the differences that have been talked about and the actions that must be taken in order to better conduct the conduct of included students aiming at their normalization.