EDUCAÇÃO ESPECIAL, EDUCAÇÃO INFANTIL, PERSPECTIVAS DA INCLUSÃO: Reflexões e possibilidades

• Ano de defesa: 2023
• Autor(a) principal: Elisangela Mitiko Higa Kubota Maekawa
• Orientador(a): Antonio Carlos do Nascimento Osorio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: *discente deverá preencher
• Link de acesso: https://repositorio.ufms.br/handle/123456789/5692

Although several movements, as a social demand, had already been articulated since the 1980s, school inclusion, as a paradox, only became a subject better known by the public, taking into account two international documents: the Jomtien Declaration (1990) and the Salamanca Declaration (1994), aligned to the new world organization by the neoliberal model agreed between the United Kingdom and the United States of North America in the previous decade. In the meantime, Early Childhood Education was also pointed out as a favorable environment for the beginning of the learning process through the school inclusion of children with disabilities, which is very different from the perception of the intangibility of this paradox at this initial level of basic education. Thus, the more emergent the discourses in defense of inclusion are operated, the fact is that there is no more room for exclusion in our society, the more fallacious inclusion appears. Different sides of the same coin. One does not exist without the other. In this perspective, the main objective of this research was to analyze the complexity of the process of school inclusion and, thus, try to understand the reasons that prevent the effectiveness of the discourses that surround school inclusion in the context of early childhood education, through some of Michel's tools Foucault. In this sense, among the findings, we found a reduced number of studies on the investigated theme and, still, an absence of studies, regarding the use of Foucauldian references as a theoretical and methodological contribution. Furthermore, we verified how discourses on school inclusion were presented as a convenient resource to attract a greater number of children to school and at increasingly younger ages. We emphasize that the objective was not to present a manual of guidelines for inclusion to be duly materialized, but to present some possibilities and reflections of understanding about the relations of power and knowledge in the inclusion process, and how such relations are masked, due to lack of knowledge. about the seductive and convincing facet of these powers, mainly in the context of early childhood education in exercises of prejudice.