Educational context and the student with special needs (Mental Disorder), an interdisciplinary challenge marked by the dialectic exclusion/inclusion. / "Contextos educacionais e o aluno com necessidade especial [transtorno mental]: um desafio interdisciplinar marcado pela dialética exclusão/inclusão"

AUTOR(ES)

Antonio Carlos Gonsales Sanches

DATA DE PUBLICAÇÃO

2005

RESUMO

The movement of Inclusive Education, in some countries, searches for a focus which could assist students with special needs within a general educational system and, on the other hand, internationally, it has been understood as inclusive education, the reconstruction able to attend the diversity among the students. However, this study has its focus on the social representations of the student’s family with special needs, and, specifically, aiming the student with mental disorder and under psychiatric treatment when dealing with its inclusion into de current network of teaching. These students are regularly enrolled in the Support Program for Special Education (SPSE) in the city of Indaiatuba objecting to work the social pedagogical policies of Inclusion. When facing the special aspects involving the type of proposed study, the qualitative research was the best option considering nature of the theme and its empirical delineation. Two qualitative descriptive case studies were performed, based on semi-structured and recorded interviews with two student’s mothers. When inserting the proposals of the Inclusive Education in a social-historic context we must understand that its content presents a new way to conceive and, thus, to understand the individual with special needs, not allowing segregationist conceptions and the integrationist ideals of yesterday. Therefore, a parallel network existed for the different individual, to include him/her, by exclusion, delimiting an exclusion system. With the new proposition of the Inclusive Education, there is a need to break paradigms and to realize that school place involves a diversity space in which student segregation, and among other questions, the mutual distance between the school and the family, are no longer possible. There is still a need of intersectorial actions and complementary actions, extending social inclusion contexts, specially considering intersectorial policies (education x health x social) that must be reviewed and extended.

ASSUNTO(S)

educação especial health and education educação inclusiva transtorno mental educação em saúde saúde mental (enfermagem) mental health special education mental disorder inclusive education

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