Resumo

GRAFF, Patrícia  e  MEDEIROS, Daniela. School inclusion: specialized educational service, expertise and normalization. Educação. Santa Maria [online]. 2016, vol.41, n.1, pp.197-208. ISSN 1984-6444.  https://doi.org/10.5902/1984644414450.

This study aims to pressure the beacons that set the Educational Service Specialist (ESA) - in the scenario of inclusive education - as a service that re/directs pedagogical practices. We direct our looking to this service supported by a post-structuralist framework - Nikolas Rose and Michel Foucault - on the assumption that the ESA teacher, provided specialized professional, undertakes efforts to reduce the risks and normalize the subject. So we organized the study into three periods: The Contemporary and inclusive school context, Specialized Educational Service as normalizing expertise and Screen and intervene: teacher AEE tasks. We infer that, while constituting expertise, it is up to this professional approach inclusive of normal subjects, investing efforts into specific actions and determined for each subject, with a view to producing increasingly inclusive subjectivities.

Palavras-chave : Specialised Education Service; Expertise; Inclusion.

        · resumo em Português     · texto em Português     · Português ( pdf )