Abstract

SARDAGNA, HELENA VENITES  and  FROZZA, TATIANE DE FRAGA. NARRATIVES AND PRACTICES OF GOVERNMENTALITY: THE EDUCATOR’S PERSPECTIVE OF STUDENTS WITH DISABILITIES. Educ. rev. [online]. 2019, vol.35, e188848.  Epub June 15, 2019. ISSN 1982-6621.  https://doi.org/10.1590/0102-4698188848.

This article analyzes the narratives of educators from a public school in the North Coast region of Rio Grande do Sul about the school inclusion processes of students with disabilities. Employing the Foucauldian concept of governmentality as an analytical tool, the study questioned how students with disabilities as subjects are being produced. The study was based on the narratives of nine educators working in a classroom in a primary school. The narratives are pertinent to the relations that can be established from the management techniques of these subjects in practices of governmentality. The following documents were analyzed: the referral forms recommending students with disabilities be moved to the specialized educational service (AEE), evaluation instruments (descriptive opinions) of students with disabilities enrolled in the research institution, and semi-structured interviews with the teachers of those students. The results demonstrate the effectiveness of inclusive actions in schools during the strengthening of the imperative of inclusion, reinforcing the school institution that operates as a machinery to the governmentalized state, and disseminating behaviors sought by its teachers.

Keywords : Specialized educational attendance; Narratives; Governmentality.

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