Foucault and special education: amidst discourses by teachers who teach science in a city in the northeast of Pará

Resumen

NASCIMENTO, Anderson Thiago do  y  MALHEIRO, João Manoel da Silva. Foucault and special education: amidst discourses by teachers who teach science in a city in the northeast of Pará. Rev. Bras. Educ. [online]. 2024, vol.29, e290124.  Epub 27-Nov-2024. ISSN 1809-449X.  https://doi.org/10.1590/s1413-24782024290124.

We analyzed the subjective discourses of ten science teachers from the 6th to the 9th grade, starting from the concepts of subjectivity, governance, biopower, norms and normalization to problematize inclusive educational policies. This qualitative research takes shape based on post-critical theorizations, anchored in the Foucauldian perspective, using semi-structured interviews as an instrument for constituting information. Responsibility for the success or failure of inclusion was attributed to the teacher, and we also realized that government discourses are being directed at teachers in training and those who already work, so that they are able to take on and carry out the inclusion of people with disabilities in the basic education network. Finally, it was observed in the interviewees’ discourses that the normalization strategy is adopted by teachers and school institutions through the implementation of support classes and professionals who provide specialized care.

Palabras clave : Inclusive Educational Policies; Discourses; Subjectivation; Truths; Foucault.

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