Inclusion and internationalization of the rights to education: the Brazilian, North American and Italian experiences

• Autor(a) principal: Rahme, Monica Maria Farid
• Data de Publicação: 2013
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação e Pesquisa
• Texto Completo: https://www.revistas.usp.br/ep/article/view/53045
• topic: Educação especial; Educação inclusiva; Discurso; Internacionalização de direitos; Special education; Inclusive education; Discourse; Internationalization of rights

Considering inclusive education as a discourse that engenders forms of establishment of the social bond, we investigate in the present work, based on a psychoanalytical framework, the outline of an inclusive discourse in three educational experiences: the Brazilian, the North American and the Italian. Special education has become socially and historically a field of knowledges and practices oriented towards subjects that display some specificity from the sensory, physical and mental points of view. Since the 1990s, the term inclusion has been adopted in publications in this field originated in the USA and Sweden in a process that is strengthened in the following years through international declarations that have cogently introduced the perspective of an inclusive education targeted, at first, at pupils with special educational needs. Later, a wider use of this terminology can be observed in which, from the 1990s onwards, it describes a demand oriented to the teaching systems, in the sense of guaranteeing schooling and social belonging to every pupil independently of his or her individual and social attributes. In this article we present the results of an assessment and analysis of documents and publications referring to the educational experiences on this theme developed in Brazil, in the United States of America and in Italy. These experiences allow us to point out, among other aspects, that the process of inclusion is articulated to a wider movement of internationalization of rights, and that the discourse of inclusion allows for both change and permanence of social places occupied by pupils regarded as different within the school context.