“Estudantes de inclusão não reprovam”: a produção de verdades na/da escola inclusiva

• Ano de defesa: 2023
• Autor(a) principal: Silva, Maitê Cezar da
• 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; Não reprovação; Discursos; In/exclusão; Inclusion; Non-failure; Discourses; In/exclusion; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/31759

This research was conducted within the scope of the Graduation Program in Education at UFSM, specifically within the Research Line of Special Education, Inclusion, and Difference. It constitutes one of the inquiries conducted by the Research Group on Difference, Education, and Culture – DEC/UFSM. With the objective of problematizing the naturalization of non-failure of students with disabilities established as a truth in the school environment and its implications in the processes of inclusion/exclusion produced therein, I draw theoretical and methodological inspiration from post-structuralist studies in Education, specifically from the works of the philosopher Michel Foucault. As the materiality to be analyzed in this study, I outline three groups of materials: legal documents which present educational guidelines for the country's education system, whether guidelines related to inclusive education or general guidelines on school practices; statistical data from the School Census and the education network regarding the schooling of students in the process of inclusive education; interviews with teachers in charge of schools in the Municipal Education Network of Santa Maria that have students in the process of inclusion in their classrooms. The indicators provided insight into the context of the education network in question, presenting the quantitative aspects of enrollments, classes, schools, and teacher training. By means of the analysis of legal frameworks and other guiding documents regarding inclusive education, it was possible to observe the absence of guidance and legal foundation supporting the discourses of non-failure that are problematized here. In this sense, the input from teachers who perceive non-failure as a legal imperative was crucial, highlighting that such discourse has a historically uncertain origin but continues to be perpetuated in schools as a truth. In examining this practice, teachers begin to reflect on the possible reasons and impacts that the non-failure of students in the process of inclusion generates in these individuals. They understand that the way discourses which operate truths in everyday school life are constructed is of great importance in guiding teaching actions that can either reaffirm or deconstruct practices of inclusion/exclusion present in the school environment.