A multidimensionalidade do sujeito: uma análise autobiográfica das políticas de educação especial e inclusiva
Guardat en:
| Autor principal: | |
|---|---|
| Data de publicació: | 2025 |
| Format: | Doctoral thesis |
| Idioma: | por |
| Font: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/10026 |
Sumari: | This thesis presents an autobiographical study that investigates the multidimensionality of the subject and its relationship with the materialization of Special and Inclusive Education policies. Through a reflective narrative, the author analyzes her experiences as a mother, teacher, manager, and researcher, covering the period from 2008 to 2025, characterized by the implementation of the Special Education Policy from an inclusive perspective. The research is based on the theory of the "streetlevel bureaucrat" (Lipsky, 2019) and Brazilian educational legislation, including the 1988 Constitution, the Law of Guidelines and Bases of Education (9694/96), the Brazilian Law on the Inclusion of People with Disabilities (2015), Law 14,992/2024 on Autism Spectrum Disorder, and Law 14,925/2024 on women in science. The methodology used allows for a critical reflection on subjectivity and its influence on the different spaces where she operates, within a pluralist perspective. Considering the materiality of Special and Inclusive Education Policies as a multidimensional construct that permeates the praxis of the subjects who operationalize them, the investigation aims to contribute to the understanding of the field of research in Special and Inclusive Education, anchored in the author's place of speech (Ribeiro, 2017). The thesis presented seeks to elucidate the complexities inherent to the implementation of these policies, highlighting the importance of reflexivity and experiential experience in the construction of inclusive educational practices through the following thesis: The materiality of Special and Inclusive Education policies is shaped by the multidimensionality of the subjects who operate them, which is demonstrated through the singular experience of the subject. Thus, during the analyses carried out through this study, the experiences lived and the spaces occupied by the researcher were constructing and re-signifying her places of speech. The possible generalization of the study lies in the indication that the multidimensional condition of the subject raises the interpretation and action of the same in the face of Special and Inclusive Education policies. According to the dimension or place of speech of the subject, he will understand and operationalize the Educational Policy. It is understood, through this investigation, that the places of speech of typical or atypical subjects are legitimate, have different conceptions, according to the experiences they have lived, and that these can be qualified in the interaction between both. The research highlights the importance of opening qualified spaces for theoretical discussions about a young field in terms of academic research among the subjects who live the policies aimed at them. The investigation reaffirms the difficulty of access of atypical mothers to this level of education (doctorate) and the importance of building public policies that support the "subject" who cares for atypical children, youth, or adults. Finally, the thesis points to the need to expand policies for women in science, considering parenthood as an element to be considered for gender equity. |
| _version_ | 1871607615004344320 |
|---|---|
| author | Prado, Viviane Fátima Lima do |
| author_browse | Prado, Viviane Fátima Lima do |
| author_facet | Prado, Viviane Fátima Lima do |
| author_role | author |
| collection | Repositório Institucional da UPF |
| dc.contributor.author.fl_str_mv | Prado, Viviane Fátima Lima do |
| dc.contributor.none.fl_str_mv | Esquinsani, Rosimar Serena Siqueira |
| dc.date.none.fl_str_mv | 2025-08-26 2026-03-06T18:38:59Z 2026-03-06 |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.uri.fl_str_mv | PRADO, Viviane Fátima Lima do. A multidimensionalidade do sujeito: uma análise autobiográfica das políticas de educação especial e inclusiva. 2025. Tese (Doutorado em Educação) - Universidade de Passo Fundo, 2025. https://repositorio.upf.br/handle/123456789/10026 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.none.fl_str_mv | Universidade de Passo Fundo Brasil UPF Programa de Pós-Graduação em Educação Instituto de Humanidades, Ciências, Educação e Criatividade |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UPF instname:Universidade de Passo Fundo (UPF) instacron:UPF |
| dc.subject.por.fl_str_mv | Educação especial Política pública Educação inclusiva Educação e Estado Ciências Humanas::Educação |
| dc.title.none.fl_str_mv | A multidimensionalidade do sujeito: uma análise autobiográfica das políticas de educação especial e inclusiva |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/doctoralThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | This thesis presents an autobiographical study that investigates the multidimensionality of the subject and its relationship with the materialization of Special and Inclusive Education policies. Through a reflective narrative, the author analyzes her experiences as a mother, teacher, manager, and researcher, covering the period from 2008 to 2025, characterized by the implementation of the Special Education Policy from an inclusive perspective. The research is based on the theory of the "streetlevel bureaucrat" (Lipsky, 2019) and Brazilian educational legislation, including the 1988 Constitution, the Law of Guidelines and Bases of Education (9694/96), the Brazilian Law on the Inclusion of People with Disabilities (2015), Law 14,992/2024 on Autism Spectrum Disorder, and Law 14,925/2024 on women in science. The methodology used allows for a critical reflection on subjectivity and its influence on the different spaces where she operates, within a pluralist perspective. Considering the materiality of Special and Inclusive Education Policies as a multidimensional construct that permeates the praxis of the subjects who operationalize them, the investigation aims to contribute to the understanding of the field of research in Special and Inclusive Education, anchored in the author's place of speech (Ribeiro, 2017). The thesis presented seeks to elucidate the complexities inherent to the implementation of these policies, highlighting the importance of reflexivity and experiential experience in the construction of inclusive educational practices through the following thesis: The materiality of Special and Inclusive Education policies is shaped by the multidimensionality of the subjects who operate them, which is demonstrated through the singular experience of the subject. Thus, during the analyses carried out through this study, the experiences lived and the spaces occupied by the researcher were constructing and re-signifying her places of speech. The possible generalization of the study lies in the indication that the multidimensional condition of the subject raises the interpretation and action of the same in the face of Special and Inclusive Education policies. According to the dimension or place of speech of the subject, he will understand and operationalize the Educational Policy. It is understood, through this investigation, that the places of speech of typical or atypical subjects are legitimate, have different conceptions, according to the experiences they have lived, and that these can be qualified in the interaction between both. The research highlights the importance of opening qualified spaces for theoretical discussions about a young field in terms of academic research among the subjects who live the policies aimed at them. The investigation reaffirms the difficulty of access of atypical mothers to this level of education (doctorate) and the importance of building public policies that support the "subject" who cares for atypical children, youth, or adults. Finally, the thesis points to the need to expand policies for women in science, considering parenthood as an element to be considered for gender equity. |
| eu_rights_str_mv | openAccess |
| format | doctoralThesis |
| id | UPF_0e911bed4a656eeca5fa526a2cd04185 |
| identifier_str_mv | PRADO, Viviane Fátima Lima do. A multidimensionalidade do sujeito: uma análise autobiográfica das políticas de educação especial e inclusiva. 2025. Tese (Doutorado em Educação) - Universidade de Passo Fundo, 2025. |
| instacron_str | UPF |
| institution | UPF |
| instname_str | Universidade de Passo Fundo (UPF) |
| language | por |
| network_acronym_str | UPF |
| network_name_str | Repositório Institucional da UPF |
| oai_identifier_str | oai:repositorio.upf.br:123456789/10026 |
| publishDate | 2025 |
| publishDateSort | 2025 |
| publisher.none.fl_str_mv | Universidade de Passo Fundo Brasil UPF Programa de Pós-Graduação em Educação Instituto de Humanidades, Ciências, Educação e Criatividade |
| reponame_str | Repositório Institucional da UPF |
| repository.mail.fl_str_mv | jucelei@upf.br||biblio@upf.br |
| repository.name.fl_str_mv | Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| repository_id_str | 1610 |
| spelling | A multidimensionalidade do sujeito: uma análise autobiográfica das políticas de educação especial e inclusivaEducação especialPolítica públicaEducação inclusivaEducação e EstadoCiências Humanas::EducaçãoThis thesis presents an autobiographical study that investigates the multidimensionality of the subject and its relationship with the materialization of Special and Inclusive Education policies. Through a reflective narrative, the author analyzes her experiences as a mother, teacher, manager, and researcher, covering the period from 2008 to 2025, characterized by the implementation of the Special Education Policy from an inclusive perspective. The research is based on the theory of the "streetlevel bureaucrat" (Lipsky, 2019) and Brazilian educational legislation, including the 1988 Constitution, the Law of Guidelines and Bases of Education (9694/96), the Brazilian Law on the Inclusion of People with Disabilities (2015), Law 14,992/2024 on Autism Spectrum Disorder, and Law 14,925/2024 on women in science. The methodology used allows for a critical reflection on subjectivity and its influence on the different spaces where she operates, within a pluralist perspective. Considering the materiality of Special and Inclusive Education Policies as a multidimensional construct that permeates the praxis of the subjects who operationalize them, the investigation aims to contribute to the understanding of the field of research in Special and Inclusive Education, anchored in the author's place of speech (Ribeiro, 2017). The thesis presented seeks to elucidate the complexities inherent to the implementation of these policies, highlighting the importance of reflexivity and experiential experience in the construction of inclusive educational practices through the following thesis: The materiality of Special and Inclusive Education policies is shaped by the multidimensionality of the subjects who operate them, which is demonstrated through the singular experience of the subject. Thus, during the analyses carried out through this study, the experiences lived and the spaces occupied by the researcher were constructing and re-signifying her places of speech. The possible generalization of the study lies in the indication that the multidimensional condition of the subject raises the interpretation and action of the same in the face of Special and Inclusive Education policies. According to the dimension or place of speech of the subject, he will understand and operationalize the Educational Policy. It is understood, through this investigation, that the places of speech of typical or atypical subjects are legitimate, have different conceptions, according to the experiences they have lived, and that these can be qualified in the interaction between both. The research highlights the importance of opening qualified spaces for theoretical discussions about a young field in terms of academic research among the subjects who live the policies aimed at them. The investigation reaffirms the difficulty of access of atypical mothers to this level of education (doctorate) and the importance of building public policies that support the "subject" who cares for atypical children, youth, or adults. Finally, the thesis points to the need to expand policies for women in science, considering parenthood as an element to be considered for gender equity.Esta tese apresenta um estudo autobiográfico que investiga a multidimensionalidade do sujeito e sua relação com a materialização das políticas de Educação Especial e Inclusiva. Por meio de uma narrativa reflexiva, a autora analisa suas experiências como mãe, professora, gestora e pesquisadora, abrangendo o período de 2008 a 2025, caracterizado pela implementação da Política de Educação Especial na perspectiva inclusiva. A pesquisa está embasada na teoria do ¿burocrata de nível de rua¿ (Lipsky, 2019) e nas legislações educacionais brasileiras, incluindo a Constituição de 1988, a Lei de Diretrizes e Bases da Educação (9694/96), a Lei Brasileira da Inclusão da Pessoa com deficiência 2015, a Lei 14.992/2024 do Transtorno do Espectro Autista e a Lei 14.925/2024, sobre as mulheres na ciência. A metodologia utilizada permite uma reflexão crítica sobre a subjetividade e sua influência nos diferentes espaços onde atua, dentro de uma perspectiva pluralista. Considerando a materialidade das Políticas de Educação Especial e Inclusiva como um constructo multidimensional que permeia a práxis dos sujeitos que as operacionalizam, a investigação visa contribuir para a compreensão do campo da pesquisa em Educação Especial e Inclusiva, ancorada no lugar de fala (Ribeiro, 2017) da autora. A tese apresentada busca elucidar as complexidades inerentes à implementação dessas políticas, destacando a importância da reflexividade e da experiência vivencial na construção de práticas educacionais inclusivas através da seguinte tese: A materialidade das políticas de Educação Especial e inclusiva passa pela multidimensionalidade dos sujeitos que as operam, o que é demonstrado mediante a experiência singular do sujeito. Assim, durante as análises realizadas por meio do presente estudo, as experiências vividas e os espaços ocupados pela pesquisadora foram construindo e ressignificando seus lugares de fala. A generalização possível do estudo reside na indicação de que a condição multidimensional do sujeito suscita a interpretação e a atuação do mesmo diante das políticas de Educação Especial e Inclusiva. De acordo com a dimensão ou o lugar de fala do sujeito, ele compreenderá e operacionalizará a Política Educacional. Compreende-se, mediante esta investigação, que os lugares de fala dos sujeitos típicos ou atípicos são legítimos, possuem concepções diferentes, de acordo com as experiências por eles vivenciadas, e que essas podem ser qualificadas na interação entre ambos. A pesquisa destaca a importância da abertura de espaços qualificados de discussões teóricas acerca de um campo jovem em termos de pesquisa acadêmica junto aos sujeitos que vivem as políticas a eles destinadas. A investigação reafirma a dificuldade do acesso das mães atípicas a esse nível de ensino (doutorado) e a importância da construção de políticas públicas que deem suporte ao ¿sujeito¿ que cuida das crianças, jovens ou adultos atípicos. Por fim, a tese aponta a necessidade de ampliação de políticas para mulheres na ciência, tendo a parentalidade como elemento a ser considerado visando a equidade de gênero.Universidade de Passo FundoBrasilUPFPrograma de Pós-Graduação em EducaçãoInstituto de Humanidades, Ciências, Educação e CriatividadeEsquinsani, Rosimar Serena SiqueiraPrado, Viviane Fátima Lima do2026-03-06T18:38:59Z2026-03-062025-08-26info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfPRADO, Viviane Fátima Lima do. A multidimensionalidade do sujeito: uma análise autobiográfica das políticas de educação especial e inclusiva. 2025. Tese (Doutorado em Educação) - Universidade de Passo Fundo, 2025.https://repositorio.upf.br/handle/123456789/10026porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UPFinstname:Universidade de Passo Fundo (UPF)instacron:UPF2026-03-18T17:09:21Zoai:repositorio.upf.br:123456789/10026Repositório InstitucionalPRIhttp://repositorio.upf.br/oai/requestjucelei@upf.br||biblio@upf.bropendoar:16102026-03-18T17:09:21Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| spellingShingle | A multidimensionalidade do sujeito: uma análise autobiográfica das políticas de educação especial e inclusiva Prado, Viviane Fátima Lima do Educação especial Política pública Educação inclusiva Educação e Estado Ciências Humanas::Educação |
| status_str | publishedVersion |
| title | A multidimensionalidade do sujeito: uma análise autobiográfica das políticas de educação especial e inclusiva |
| title_full | A multidimensionalidade do sujeito: uma análise autobiográfica das políticas de educação especial e inclusiva |
| title_fullStr | A multidimensionalidade do sujeito: uma análise autobiográfica das políticas de educação especial e inclusiva |
| title_full_unstemmed | A multidimensionalidade do sujeito: uma análise autobiográfica das políticas de educação especial e inclusiva |
| title_short | A multidimensionalidade do sujeito: uma análise autobiográfica das políticas de educação especial e inclusiva |
| title_sort | A multidimensionalidade do sujeito: uma análise autobiográfica das políticas de educação especial e inclusiva |
| topic | Educação especial Política pública Educação inclusiva Educação e Estado Ciências Humanas::Educação |
| url | https://repositorio.upf.br/handle/123456789/10026 |