Percurso Escolar de Pessoas com Distrofia Muscular de Duchenne: Contingências Sociais e Constituição dos Sujeitos

• Ano de defesa: 2016
• Autor(a) principal: Rozante, Gessica Torres [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Duchenne muscular dystrophy; school inclusion; schooling; cultural historical psychology; social constitution of the subjects; Distrofia Muscular de Duchenne; inclusão escolar; escolarização; psicologia histórico-cultural; constituição social dos sujeitos
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=4749718; https://repositorio.unifesp.br/handle/11600/46673

This research is inserted in the field of studies about inclusion of people with disabilities in the scholar education. Its objective is to comprehend the schooling path of people with Duchenne Muscular Dystrophy (DMD) through the investigation of the roles of the subjective, historic, social and educational-political aspects, as well as those related to their organic conditions, which are contingencies in such paths. This research evinces in the diversity that can feature those paths, how it is the intertwining of social and personal histories of the subjects in their relation with the school. It has as theoretical-methodological framework the cultural-historical psychology, highlighting the contributions of Vygotsky and the studies about language in a dialogic and enunciative perspective, based on studies of the Bakhtin Circle (BAKHTIN/VOLOCHINOV), in a way that the look is directed to the social constitution of the educational paths and subjects. It has as references other theorists as Ecléa Bosi, in order to expand the discussion about the social constitution of the memory; Norberto Bobbio, in order to enable the reflection on the relation between the rights and their practical realization; Erwing Goffman from the sociology field, whose work allows to base arguments about the stigmatization process. The empiric work consists on the bibliographic review about the topic, in particular the Neuropsychology researches about intellectual disability and DMD; on the contextualization of the Inclusive Education policies; finally, on the realization of open interviews with people with DMD and their relatives. The analysis has two areas of thought: conditions of possibilities for access and staying in the school, and the constitution of the subjects in relation with the school, from which we increase the discussion about the impacts of the meaning of the diagnosis by the mothers, as well as the conditions of volitional possibilities of learning and confrontation of stigma. The investigation undertaken points the difficulties of access and staying faced by the subjects with DMD in their paths, despite the political-pedagogical context of School Inclusion. It highlights the role of the mothers efforts on seeking guarantees of conditions of educational possibilities for their children and, in conclusion, it clarifies how these schooling paths are constitutives of the subjectives of the research