Abstract

RIGO, Neusete Machado. SCHOOL INCLUSION: A LOOK AT WAYS TO LIVE WITH THE OTHER. ETD - Educ. Temat. Digit. [online]. 2019, vol.21, n.2, pp.495-512.  Epub Sep 19, 2019. ISSN 1676-2592.  https://doi.org/10.20396/etd.v21i2.8651501.

The question of differences has been presented as a central theme in the current pedagogical discussions. This debate widens in schools through the definition of the National Policy of Special Education in the Perspective of Inclusive Education (BRAZIL, 2008). The aim of this article is to problematize the entanglement between the process of school inclusion and the question of differences in the practices of teachers of a public school of basic education. It is discussed how school, although it is a normative institution, can develop an education in which the differences may exist and do not be considered as a pedagogical and social 'problem', as we often see. The methodology consists of a qualitative research that develops a descriptive analytical study about the processes of school inclusion from Foucaultian referents. For data collection, documentary research and participant observation are used in planning and pedagogical training moments of the teachers of this school. The analysis of the data was performed according to the problematization of two categories: the inclusion that normalizes and leads the other to the same; and the inclusion that promotes a meeting with the other. The results pointed out that the school inclusion is providing a meeting with the other that makes effective, both normalization processes that nullify the differences and lead to the same, as processes that produce experiences in the subjects, leading them to recognize the other as a difference that does not depend of self's consent to exist.

Keywords : Differences; Experience; Normalization; Meeting with the other.

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