The Production of Normalizing Practices in Guiding/Regulating Discourses of Specialized Educational Assistance
Autor(a) principal: | |
---|---|
Data de Publicação: | 2014 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/13650 |
Resumo: | 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. |
id |
UFSM-9_e70300d4fc941f404eb01b969e93c6a2 |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/13650 |
network_acronym_str |
UFSM-9 |
network_name_str |
Revista Educação Especial (UFSM) |
repository_id_str |
|
spelling |
The Production of Normalizing Practices in Guiding/Regulating Discourses of Specialized Educational AssistanceA produção de práticas de normalização nos discursos orientadores/reguladores do atendimento educacional especializadoInclusionSpecialized Educational AssistanceNormalization.InclusãoAEENormalizaçãoOver 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.http://dx.doi.org/10.5902/1984686X13650Nas últimas décadas, temos visto o acento em ações políticas que preveem a inclusão de alunos com deficiência nas escolas regulares. Narrada como uma possibilidade de superação da situação de exclusão a que esses alunos foram “submetidos” durante anos, a escola inclusiva, “aberta à diversidade”, é convocada a prever ações e projetos para atender à nova demanda de alunos. Dentre essas ações, localizamos o Atendimento Educacional Especializado (AEE) como um dos principais alvos de investimento do atual governo brasileiro. Esta pesquisa propõe-se a analisar as orientações para estruturação do AEE nas escolas regulares, problematizando seus princípios e seus possíveis efeitos nas práticas escolares. Pelas análises empreendidas, parece-nos que a escola inclusiva deve constituir-se a partir de um questionável reconhecimento da diferença, uma vez que, segundo os discursos orientadores e reguladores produzidos pelo Governo Federal, é a escola que deve encarregar-se de delimitar as diferenças de que se fala e as ações que devem ser empreendidas para que se possa conduzir melhor a conduta dos alunos incluídos, visando à sua normalizaçãoUniversidade Federal de Santa Maria2014-09-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/1365010.5902/1984686X13650Special Education Magazine; Revista Educação Especial, v. 27, n. 50, set./dez. 2014; 725-736Revista de Educación Especial; Revista Educação Especial, v. 27, n. 50, set./dez. 2014; 725-736Revista Educação Especial; Revista Educação Especial, v. 27, n. 50, set./dez. 2014; 725-7361984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/13650/pdfMenezes, Eliana Pereira deMello, Vanessa Shceid Santanna deinfo:eu-repo/semantics/openAccess2014-11-24T13:48:27Zoai:ojs.pkp.sfu.ca:article/13650Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2014-11-24T13:48:27Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
The Production of Normalizing Practices in Guiding/Regulating Discourses of Specialized Educational Assistance A produção de práticas de normalização nos discursos orientadores/reguladores do atendimento educacional especializado |
title |
The Production of Normalizing Practices in Guiding/Regulating Discourses of Specialized Educational Assistance |
spellingShingle |
The Production of Normalizing Practices in Guiding/Regulating Discourses of Specialized Educational Assistance Menezes, Eliana Pereira de Inclusion Specialized Educational Assistance Normalization. Inclusão AEE Normalização |
title_short |
The Production of Normalizing Practices in Guiding/Regulating Discourses of Specialized Educational Assistance |
title_full |
The Production of Normalizing Practices in Guiding/Regulating Discourses of Specialized Educational Assistance |
title_fullStr |
The Production of Normalizing Practices in Guiding/Regulating Discourses of Specialized Educational Assistance |
title_full_unstemmed |
The Production of Normalizing Practices in Guiding/Regulating Discourses of Specialized Educational Assistance |
title_sort |
The Production of Normalizing Practices in Guiding/Regulating Discourses of Specialized Educational Assistance |
author |
Menezes, Eliana Pereira de |
author_facet |
Menezes, Eliana Pereira de Mello, Vanessa Shceid Santanna de |
author_role |
author |
author2 |
Mello, Vanessa Shceid Santanna de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Menezes, Eliana Pereira de Mello, Vanessa Shceid Santanna de |
dc.subject.por.fl_str_mv |
Inclusion Specialized Educational Assistance Normalization. Inclusão AEE Normalização |
topic |
Inclusion Specialized Educational Assistance Normalization. Inclusão AEE Normalização |
description |
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. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-09-23 |
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/13650 10.5902/1984686X13650 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/13650 |
identifier_str_mv |
10.5902/1984686X13650 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/13650/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. 27, n. 50, set./dez. 2014; 725-736 Revista de Educación Especial; Revista Educação Especial, v. 27, n. 50, set./dez. 2014; 725-736 Revista Educação Especial; Revista Educação Especial, v. 27, n. 50, set./dez. 2014; 725-736 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 |
_version_ |
1799944200043626496 |