O que pode a escola? Um olhar sobre práticas inclusivas e vidas vulnerabilizadas

• Ano de defesa: 2022
• Autor(a) principal: Lazzarotto, Katiâni do Carmo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Inclusão; Escola; Vulnerabilidade social; Resistência; Inclusion; School; Social vulnerability; Resistance; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/28328

This Master's research developed in the Post-graduate Program in Education (PPGE), Research Line LP3 - Inclusion, Special Education and Difference, at the Universidade Federal de Santa Maria - UFSM, constitutes another investigation produced in the scope of the Research Group Difference, Education, and Culture - DEC/CNPq/UFSM. This research aims to understand the meanings about school constructed by students who have graduated from the EMEF Chácara das Flores and the possibilities of existence and resistance produced as an effect of what was lived there. It is a research theoretically and methodologically anchored in the Post-Structuralist perspective, inspired by authors such as the philosopher Michael Foucault and national researchers who base their research on Foucauldian studies, such as Walter Kohan, Silvio Gallo, Alfredo José da Veiga-Neto, among others. Inspired by Ferraço and Alves (2015), this study proposed a redefinition of the meanings and understandings of doing research in education, by dedicating itself to research with and not about the school. In this vein, the research was built from meetings with former students of the school enabling the production of the analyzed empirical materiality (students' narratives; drawings; posters; etc.). During the analytical exercise, it was possible to understand that the meanings of these subjects about this school are crossed by feelings that result from the experiences experienced with themselves and with others, which point to gratitude; enchantment for this space that reveals itself permeated by the "principle of love" and that cultivates the "principle of equality" (KOHAN, 2019); safety; comfort; admiration, respect, and appreciation for this place and for the other subjects who are there; perception of inclusion operating as a principle to all subjects; idea of overcoming for oneself, with others, and the school; and the feeling that this space could have done even more for everyone. This is a school that seeks to enhance the existences that go through it, understanding that the relationships that are forged there should not be centered in a vertical hierarchical logic. Nobody is less or more important, therefore the existences present in this space can gain strength of resistance against the unequal and vulnerable life that is built for them outside the school.