Abstract

LUNARDI, Márcia Lise. Managing risk, guaranteeing security and normality: the triad of special education. Perspectiva [online]. 2006, vol.24, n.03, pp.177-193. ISSN 0102-5473.

Current discussions about equality and justice for all revolve around the problem of inclusion-exclusion which, by means of power strategies, define the groups that participate in this relationship. This involves an imperative in which campaigns, public policy, official documents and other measures wind up identifying the groups that are not represented and not benefited by government actions, to then find ways to include them. A commitment has been made through educational policies to the idea of an inclusionary society, which has a concern for finding strategies that allow a more equitable participation of previously excluded population groups. These issues do not escape the context of a Special Education policy. To the contrary, they give greater visibility to it, after all, the point of this policy is the inclusion of individuals with special needs in the educational realm. In this sense, it becomes important to contextualize the space of Special Education given these policies. This space does not disappear with the policies for inclusion. In the first place, it is used, and in a certain form, reinforced to make inclusion successful. It can be said that Special Education is a strategy to guarantee the security of the inclusionary process, or that is, the normalization of the deficient subjects. It functions as a manager of risk, as a type of "preparation" and, often, as a "preventive measure" for inclusionary policies. We are facing a "preventive" policy that seeks, above all, to track risks.

Keywords : Social Inclusion; Special Education; Education and Exclusion.

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