A multidimensionalidade do sujeito: uma análise autobiográfica das políticas de educação especial e inclusiva
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| Main Author: | |
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| Publication Date: | 2025 |
| Format: | Doctoral thesis |
| Language: | por |
| Source: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/10026 |
Summary: | 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. |