Abstract

LOCKMANN, Kamila; MACHADO, Roseli Belmonte  and  FREITAS, Débora Duarte. INCLUSION, SCHOOL AND TEACHING SUBJECTIVITY: ANALYZING THE CONTEXT OF RIO GRANDE CITY. Educ. Rev. [online]. 2017, vol.33, e154132.  Epub Oct 29, 2017. ISSN 1982-6621.  https://doi.org/10.1590/0102-4698154132.

There is a discursive proliferation of school inclusion as something ethical and benevolent, especially in educational speeches. Based on post-structuralism, we note how the relation between knowledge-power-truth establishing discursive regimes that constrain individuals to act in certain subjective ways. Thus, we aimed to analyze the discourses about school inclusion and to understand how they have produced ways of being a teacher. The work uses the application of the questionnaires to graduates from degree courses and teachers of Basic Education. The results have revealed that: a) the role assigned to school often comes down to the socialization processes and physical and material appropriateness of space and; b) the teacher’s role is described from what we call contemporary teaching subjectivity, translated into a moral teacher, mediator and responsible for the success/failure of school inclusion. Therefore, we realize that these speeches are contemporary teaching subjectivity who bow to the inclusion assumption as a State imperative.

Keywords : Inclusion; - School; Teacher; Subjectivity..

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