Abstract

ANJOS, Hildete Pereira dos. Schooling for inclusion: imaginary formations and discursive events. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2017, vol.26, n.50, pp.209-223. ISSN 0104-7043.  https://doi.org/10.21879/faeeba2358-0194.v26.n50.209223.

The article aims to analyze, in the pedagogic discourse about the disability, the discursive formations that are produced from the encounter between imaginary formations and discursive event, as formulated by Pêcheux. The corpus consisted of materials produced by focal groups, which included lecturers from support rooms, common rooms, technicians and special education managers. It understands the discursive process as composed of sense games that are culturally and historically regulated. In such games, analyzing the places where those who describe the resource rooms and the place of the other in such descriptions, as well as the circumstances in which such a discursive event occurs, are analyzed, relations that evidence the heterogeneity of the pedagogical discourse on Inclusion, which oscillates between authoritarian and controversial.

Keywords : Discourse Analysis; Disability; Public Policies.

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