O devir-surdocego na inclusão escolar e as possíveis linhas de fuga nas políticas da Educação Especial
Data
2022-12-15
Autores
Vieira, Niclaudia Maria de Barros 
Orientadores
Carvalho, Alexandre Filordi de
Tipo
Dissertação de mestrado
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Resumo
A presente pesquisa objetiva apresentar e defender a potência do devir-surdocego na perspectiva de uma educação inclusiva. A hipótese indica que o processo de formação da escola, sendo um aparelho disciplinar de adestramento de corpos sistematizados politicamente, sempre funcionou como um campo hierarquizador, segregador, homogêneo e promotor mercadológico. Entretanto, na emergência da inclusão, adentrar no sistema neoliberal, desde a década de 1990, as políticas inclusivas possibilitaram a visibilidade da inclusão da diversidade e das singularidades humanas, ainda que de modo muito tímido. A problemática, então, surge com o impasse das políticas de inclusão implementadas na educação inclusiva a partir do século XX que, pelos óculos deleuzo-guattariniano, incidem sobre inclusão da diversidade e não da diferença. Todavia, sustenta-se que o devir-surdocego, na inclusão, cria linhas de fuga que escapam à regularidade, pois, a escola, sendo um espaço de encontros outros é interpelada pelo corpo heterotópico surdocego, que não se permite capturar e sempre afronta as políticas de inclusão. Fruto de uma análise documental, o estudo se faz relevante por contribuir com um aporte teórico para se pensar o surdocego como acontecimento, possibilitando a emersão de novos olhares para a educação inclusiva.
The present research aims to present and defend the potency of becoming deafblind in the perspective of an inclusive education. The hypothesis indicates that the formation process of the school, being a disciplinary apparatus of training of politically systematized bodies, has always worked as a hierarchizing field, segregating, homogeneous and market promoter. However, in the emergence of inclusion, entering the neoliberal system, since the 1990's, inclusive policies have been giving visibility to the inclusion of diversity and human singularities, even if in a very timid way. The problem, then, arises with the impasse of the inclusion policies implemented in inclusive education since the 20th century, which, through Deleuzo-Guarattarinian glasses, focus on the inclusion of diversity and not of difference. However, it is argued that the becoming-deafblind, in inclusion, creates lines of escape that escape regularity, because the school, being a space of other encounters is interpellated by the heterotopic deafblind body, which does not allow itself to be captured and always defies the inclusion policies. As a result of a documentary analysis, the study is relevant for contributing with a theoretical contribution to think about the deafblind as an event, enabling the emergence of new perspectives for inclusive education.
The present research aims to present and defend the potency of becoming deafblind in the perspective of an inclusive education. The hypothesis indicates that the formation process of the school, being a disciplinary apparatus of training of politically systematized bodies, has always worked as a hierarchizing field, segregating, homogeneous and market promoter. However, in the emergence of inclusion, entering the neoliberal system, since the 1990's, inclusive policies have been giving visibility to the inclusion of diversity and human singularities, even if in a very timid way. The problem, then, arises with the impasse of the inclusion policies implemented in inclusive education since the 20th century, which, through Deleuzo-Guarattarinian glasses, focus on the inclusion of diversity and not of difference. However, it is argued that the becoming-deafblind, in inclusion, creates lines of escape that escape regularity, because the school, being a space of other encounters is interpellated by the heterotopic deafblind body, which does not allow itself to be captured and always defies the inclusion policies. As a result of a documentary analysis, the study is relevant for contributing with a theoretical contribution to think about the deafblind as an event, enabling the emergence of new perspectives for inclusive education.
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O devir-surdocego na inclusão escolar e as possíveis linhas de fuga nas políticas da Educação Especial