Resumo

PALMARES, Renata de Melo Cardoso  e  ALVARENGA, Claudia Helena Azevedo. RHETORICAL ANALYSIS OF ARGUMENTS FOR INCLUSIVE EDUCATION. Revista Teias [online]. 2024, vol.25, n.78, pp.325-337.  Epub 11-Out-2024. ISSN 1982-0305.  https://doi.org/10.12957/teias.2024.79042.

This article examines some recurring arguments in favor of inclusive education. To this end, we first present the legal frameworks for inclusive education, both internationally and in Brazil. The Universal Declaration of Human Rights, established after the Second World War, prompted the formulation of specific legislation in each country regarding coexistence, freedom, and human dignity. In Brazil, several documents have been defined to guide inclusive education, such as the Brazilian Inclusion Law, the National Education Plan, and the National Common Curriculum Base. The rhetorical analysis used to examine the discursive material is based on Perelman and Olbrechts-Tyteca’s proposal. The authors revive Aristotelian rhetoric, focusing on the audience’s position in relation to the arguments that the speaker enunciates. The rhetorical analysis of legal frameworks and the arguments of authors dedicated to the inclusion of people with disabilities expose the naturalized reasoning regarding inclusion. The arguments that establish the sum of the parts to strengthen the whole, the democratic school due to the suppression of social differences, the kaleidoscope as a metaphor to define inclusive education, and the dissociation of the concept of education cover the reasoning examined. Finally, inclusive education, as a contemporary social framework, triggers objects of agreement in the school community, whose adherence aims to mobilize a universal audience.

Palavras-chave : inclusive education; people with disabilities; legal frameworks; rhetoric and argumentation.

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