Práticas de apoio à inclusão escolar e a constituição de normalidades diferenciais

Abstract

This dissertation aims to understand how support practices to school inclusion have put into operation normalization processes of people with disabilities since the 1990s. In order to do that, 11 national and international policies regulating practices of school inclusion in Brazil from 1990 to 2015 were used as empirical material. The materials were analyzed using the normalization tool, according to Michel Foucault. The analyses of the documents have evidenced support practices produced and required by inclusion policies, which aim to create conditions for keeping students with disabilities in the regular school. They have also shown both the necessary creation of network services and the circulation of the subjects in these services. Every professional participating in the service network produces a diagnosis based on their technical skills, with information that conveyed to the school. At school, information causes the individualization of educational interventions with the aim of developing learnings. It was concluded that outsourced support practices operate with normalization processes that not only are aimed at correcting, but also fragment the subject with disabilities by pointing out learning capabilities. It is defended the thesis that the outsourced support practices, through the network-individualization-learning triad, constitute differential normalities in subjects with disabilities.