CLOSE UP, NO ONE IS ABNORMAL: THE DISCURSIVE CONSTRUCTION OF IDENTITIES OF PEOPLE WITH DEFICIENCY IN EXTENDED EDUCATIONAL TRAJECTORIES / DE PERTO, NINGUÉM É ANORMAL: A CONSTRUÇÃO DISCURSIVA DE IDENTIDADES, EM NARRATIVAS DE TRAJETÓRIAS ESCOLARES LONGAS, DE PESSOAS COM DEFICIÊNCIA

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

This work presents the profiles of identity configuration, of seven people with different congenital impairments (blindness, low vision, cerebral palsy and mielomelingocele), constructed from the narratives of their educational trajectory - from infants education to university. Grounded in a soioconstructivist conception of language, it develops an analysis of their positionings, in interviews, within the subject positions made available by pedagogical discourses and social movements, for people who do not fit into what has been established as a normal body. This perspective is inspired by Disability Studies, the work of Michel Foucault and sociolinguistics, which provide the instruments for capturing the contextual effects of who says what to whom, observing how people incorporate, refuse, ignore or resist the hegemonic interpretations of normality and difference, in our society today. One contribution of the study is to show that in the construction of identity the presence of physical- sensory attributes different from the standard does not, necessarily, position individuals as people with disability. The analysis suggests that the discourse of individual integration, through one s own efforts together with family support, still prevails over the discursive formations of inclusion and difference. This leads us to reflect on the conditions of possibility, in Brazil, of the emergence of contra-hegemonic discourses that can have the effect of dislocating physical-sensory-cognitive differences from the place of abnormality.

ASSUNTO(S)

identidade identity posicionamento school trajectory trajetoria escolar deficiencia disability positioning

ACESSO AO ARTIGO

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