A produção da autonomia no espaço escolar : pensando a escola inclusiva

Abstract

The issue of school inclusion is present in the speeches and educational policies in recent years, so we see growing attempts to implement inclusive actions in the school causing this is seen as the solution to the education of individuals with disabilities. In the bias current study aimed to answer the following question: How does the principle of autonomy is articulated in the policies of inclusion and influence educational practices in Customer Education Specialist (ESA)? I think it is important to analyze this issue due to the fact that we found the principle of autonomy present in current educational and political speeches. Thus, I searched through the analysis of inclusion policies and concepts of autonomy presented by Kant (1974, 1999) and Freire (1980, 1982, 1983, 1995, 1999, 2000, 2003), understanding how this principle permeates Policies Public inclusion and, in turn, influence school practices developed within ESA. The methodological approach used was the case study, which allowed the use of various tools for data collection: legal documents, interviews and observations. After collecting the data used was content analysis (Bardin, 1977) with the analysis of the information revealed three categories of analysis: the production of autonomy: the possibility to necessity, pedagogical practices developed in the Educational Service Specialist and teacher training for Specializing in Educational Service to act. The research was conducted in an educational institution in the city of Santa Maria / RS. Looking for school means understanding the actions that determine the subjects, their learning, their knowledge, their way of being and to be incurred. My intent was to problematize issues related to inclusive education and argue that, despite the supposed advances of recent years and the regular school Special Education occupy different places but still use segregationist practices and regulations for dealing with disability. I tried to deepen the debate seeking to understand the webs that are enmeshed in the proposal of inclusive education and how these influence the school environment, education and the production of the subjects included in the same autonomy