A normalização na prática pedagógica e a constituição do conceito de inclusão nas escolas comuns da Educação básica

AUTOR(ES)
DATA DE PUBLICAÇÃO

2005

RESUMO

The term inclusion in education of persons with deficincies hás given rise to diverse research efforts in is defense or rejection, but recognizing that exclusion exists in education and indicating the necessity of attending these subjects. This research had for its objective evidencing the reals discourses present in the oficial narrative presented in the Brazilian states and the Federal District, establishing the normalization of pedagogical practice, in which attempts to become more inclusive result in greater exclusion, since there is no determination of the necessity to discuss society, its inequalities and material conditions, which are the principal causal factors of exclusion and of the necessiti of policies of inclusion. This work brings historical elements analyzed in the light of Michel Foucaults theorical framework of reference, stessing on the fragments denoting the necessity of education for all as an instrument of control and the maintence or conquest of power. There is a discussion of how this discourse appears in society around the world, in Brazil and in Mato Grosso do Sul, and yhe role played by publique policies, especially on the local level where they form elements fundamental to the normalizing discourse in pedagogical practice, something that signifies saying that workers in education do what is expected of them relative to a quasi exxeptatios, stessing that there is no reflection, comprehension, or involvement whit practice necessary for attending the objectives proposed by inclusive education, reinforcing, each time, the mechanisms of exclusion.

ASSUNTO(S)

prática pedagógica pedagogical practice educação inclusiva inclusive education educacao

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