Resumo

MAGALHAES, Rita de Cássia Barbosa Paiva  e  SOARES, Marcia Torres Neri. Participation and exclusion in the school curriculum: disability as the defining mark of the (in)abilities of students. Rev. Comunic [online]. 2016, vol.23, n.3, suppl., pp.311-333. ISSN 2238-121X.  https://doi.org/10.15600/2238-121X/comunicacoes.v23nespp311-333.

The aim of this paper is to analyze forms of participation and exclusion of students with disabilities in the curricular context of a public state school located in Natal, Rio Grande do Norte State, Brazil. Research on curriculum shows relevant for dealing with the forms of organization of school knowledge, as with the formation of subjectivities, with reverberations in the place that students with disabilities occupy in school. With methodological basis in action research collaborative-critical, in which dialogue and tensions were present, we developed a research with 26 teachers in both the early and the final years of elementary school and also a Brazilian Signe Language (Libras) interpreter. As instruments, direct observation, interviews, document analysis and a proposal for constituted continuing education with the participating subjects and the other research collaborators. There remained a sense of disability as something “inherent of the individual” that turned out to delimit their way of being in school. The research prompted the participants to discuss about their actions and about the actions of school collective geared for students with disabilities. We emphasize that the questioning of teaching practices resembles a challenge that imposes itself in the construction of a curriculum attentive of the diversity of demands of the students with disabilities.

Palavras-chave : Inclusive Education; Curriculum; Special Needs Education.

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