Marcadores sociais da diferença: interseccionalidades que constituem pessoas com deficiência no ensino médio de Santa Maria - RS

• Ano de defesa: 2023
• Autor(a) principal: Fernandes, Graziele Martins da Silva
• 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: Subjetividade; Marcadores sociais da diferença; Capacitismo; Deficiência; Ensino médio; Ableism; Disability; High school; Social markers of difference; Subjectivity; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/31416

This research is linked to the Postgraduate Program in Education at the Federal University of Santa Maria RS, the Special Education, Inclusion and Difference Research Line and the Study and Research Group in Educational Psychology and Inclusive Education GEPEIN. It has started with the following question: How do social markers of race, class and gender affect the experience of high school students with disabilities from an intersectional perspective and contribute or not to their processes of inclusion and retention at school? What privileges and oppressions mark their experiences? Considering Vygotsky's historicalcultural perspective as its epistemological matrix, its general objective sought to understand how markers of race, class and gender constitute the experience of high school students with disabilities based on an intersectional reading of the social markers of difference. Specifically, this objective was subdivided into three specific ones that outlined the entire writing: mapping the students with disabilities enrolled in high school in the state public network in the municipality of Santa Maria; to know and to identify the social markers of difference regarding intersectionalities (disability, gender, race and social class); to discuss the social markers of difference found and understand their intersections, considering the positive or negative impacts on their constitution as subjects. It was a qualitative approach, and the data was processed based on the Analysis of Cores of Meaning based on Historical- Cultural Theory. There was a certain oscillation in the number of enrollments in relation to the school year, with a small reduction between new members of the first- and third-year. Regarding Diagnosis, Autism Spectrum Disorder and Intellectual Disability are ahead of other diagnoses with 44.44% and 33.33%, respectively. The male gender is the majority with 63.88% of students and the social class is in the middle majority with 50% followed by the lower class with 25%. The color of the students is 75% white, 13.88% mixed race and 2.33% black. Based on the interviews, it was possible to combine the answers through their similarities, relationships and articulations called Cores of Meaning: subjectivity: recognition as a person with a disability, social markers of difference present: gender, race, social class, self-understanding and specialized educational services, school space, a place of belonging? relationships with pairs and challenges, life beyond school walls and their influence. It was concluded that the oppressions experienced by these subjects with disabilities can be proportionally crossed by their social markers. The presence of ableism denies their bodies their subjectivity as subjects capable of advocating for themselves, including in domestic and school spaces, demonstrating the need for more in-depth studies about the subject.