Resumo

BARBOSA, Liziane da Silva  e  SARDAGNA, Helena Venites. The disability body under the teacher's view in Specialized Educational Assistance. Rev. Diálogo Educ. [online]. 2021, vol.21, n.70, pp.1295-1315.  Epub 20-Abr-2024. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.21.070.ao02.

This article is composed of a survey that discusses the teaching perspective of specialized educational services (AEE) and expectations regarding students, discussing how teachers in this support service create / invent pedagogical strategies that affect the body and behaviors of students with disabilities, in schools in the North Coast region of Rio Grande do Sul. The objective was to understand and analyze the governments engendered in the practices that affect students in services in spaces called Multifunctional Resource Rooms. He sought inspiration in Foucault's notions of discourse analysis as strategic games, under the intelligibility grid of governmentality, as the art of governing the conduct and ways of acting socially, in the context of biopolitics. The analytical exercise allowed the organization of the results in thematic axes, which are: Specialized knowledge: the (bio) power of medicine and psychology in education; The truths about the family: mismatch with the specialist's expectations; Disability: the distinction between normal and abnormal as a body marker. It concludes that the AEE is a field of dispute of powers and diverse knowledge that produce desires, desires and invent truths that transform subjects with disabilities into a theoretical body. An imaginary body, manipulable and contumacious.

Palavras-chave : The teacher's look; Disability body; Specialized Educational Service..

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