Desenvolvimento humano do aluno com deficiência intelectual : produções discursivas e seus sentidos

• Ano de defesa: 2017
• Autor(a) principal: Silva, Glaucia Eunice Gonçalves da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Deficiência intelectual; Política educacional; Escola regular; Prática pedagógica; Teoria do discurso; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Intellectual disability; Educational politics; Regular school; Pedagogical practice; Discourse theory
• Link de acesso: http://ri.ufmt.br/handle/1/1885

ABSTRACT This thesis problematized the human development of students with intellectual disabilities based on educational politics produced and circulating in the school context, focusing on the articulatory practices between the different elements of the school context. It was proposed a study whose objective was to understand the human development of students with intellectual disability from the articulations established between the elements of the school context. Thus, this research specifically sought to understand the processes of constitution, production and operationalization of policies aimed at the human development of students with intellectual disabilities in school spaces by / to / of their educational actors. This study was interested in recognizing the intellectual desability marked by biological characteristics, but eminently produced in social relations. The object of study was investigated from the insights of Laclau's discourse theory and post-structuralist ethnography. The theoretical-methodological contribution of the discourse theory of Ernesto Laclau and Chantal Mouffe (2015) seeks to highlight the tensions, conflicts and power relations that contribute in the production of meanings of the object of study. The appropriation of discourse theory in the educational field allowed the integration of analysis tools that enriched the studies through concepts and notions from other fields and disciplines that broadened the understanding of the investigated phenomena. Post-structuralist ethnography litigates a subject produced from the discursiveness constituted from fragments of everyday life. This research design includes new languages and devices, signaling particular ways of building knowledge within the framework of social relations of power. In this sense, this research used as source: the official documents, notes, writings, narratives, interviews, reports and photographs. The theoretical-methodological approach sought to understand the discourses produced through the articulatory practices between the different elements in the field of discursivity (school), as well as the antagonisms produced between the different discourses that are political, since they are located in the terrain of inexpressibility, in a hegemony. It is this discursive movement that structures the social life contingentially and produces the subjectivity of the school actors. The analyzes pointed out that the school context as a field of discursiveness produces discourses of segregation, integration and inclusion around the intellectual disability. In such a way, human development does not have a fixed meaning, but meanings that fluctuate between such discourses.