Práticas de subjetivação das professoras de educação especial operadas por discursos inclusivos

• Autor(a) principal: Mendes, Angélica da Silveira
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/001300000vgzg
• Texto Completo: http://repositorio.ufsm.br/handle/1/23987
• topic: Educação especial; Inclusão; Neoliberalismo; Práticas múltiplas; Special education; Inclusion; Neoliberalism; Multiple practices; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This dissertation was development in the Post-graduate in Education Program of Federal University of Santa Maria, Research Line in Special Education, Inclusion and Difference (LP3), in the context of Difference, Education and Culture Research Group (DEC). The studies objects were practices operated by Special Education teachers. From this, I looked to problematize the effects of inclusive discourses in the subjectivation process of Special Education teachers, based on their narratives. It participated in the research eight Special Education teachers, who work in different educational institutions (from kindergarten to higher education). Based on post-structuralist studies, mainly on Michel Foucault's theories about discourse - as a practice that produces subjects and truths - I sought to promote listening to school practices developed by Special Education teachers in the context of neoliberal policies. As well as I intended to identify the speeches produced by Special Education teachers about the schooling and normalization processes operated by the school inclusion policies. Besides, I analyzed the possibility of production of multiple practices in the school contexts. From the teachers’ narratives, I porpose an analytical discussion that look to discourses produced by school inclusion policies and the ways as it has conducted the teachers’ school practices. In these analyses, it resorted announcements that indicate the subjectivation of teachers related with accountability by inclusion in school context and the clinic discourses that imposes the needs of diagnostics under students. However, concurrently with this teachers capture, there are recurrences that indicate teachers who feels provoked to disobey a network of discourses that produce truths, which subject us. These teachers are more willing to stick to lives that pulsate in schools than to diagnoses that end up living in normative standards.