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      A INCLUSÃO, A ESCOLA E A SUBJETIVAÇÃO DOCENTE: ANALISANDO O CONTEXTO DO MUNICÍPIO DO RIO GRANDE 1 Translated title: INCLUSION, SCHOOL AND TEACHING SUBJECTIVITY: ANALYZING THE CONTEXT OF RIO GRANDE CITY

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          Abstract

          RESUMO: Há uma proliferação discursiva da inclusão como algo ético e benevolente, especialmente, nos discursos educacionais. Fundamentadas no pós-estruturalismo, notamos como os jogos de saber-poder-verdade instituem regimes discursivos que constrangem os indivíduos a agirem de determinados modos, constituindo subjetividades. Objetivamos analisar os discursos acerca da inclusão escolar e perceber como eles vêm produzindo formas de ser professor. A partir da aplicação de questionários a formandos de cursos de licenciatura e professores da Educação Básica, foi possível perceber que: a) o papel atribuído à escola, muitas vezes, se resume aos processos de socialização e à adequação física e material do espaço e; b) o papel do professor é descrito a partir do que denominamos subjetividades docentes contemporâneas, traduzidas em um sujeito docente, moral, mediador e responsável pelo sucesso/fracasso da inclusão. Assim, percebemos que esses discursos constituem subjetividades docentes contemporâneas que se curvam ao pressuposto da inclusão como um imperativo de Estado.

          Translated abstract

          ABSTRACT: There is a discursive proliferation of school inclusion as something ethical and benevolent, especially in educational speeches. Based on post-structuralism, we note how the relation between knowledge-power-truth establishing discursive regimes that constrain individuals to act in certain subjective ways. Thus, we aimed to analyze the discourses about school inclusion and to understand how they have produced ways of being a teacher. The work uses the application of the questionnaires to graduates from degree courses and teachers of Basic Education. The results have revealed that: a) the role assigned to school often comes down to the socialization processes and physical and material appropriateness of space and; b) the teacher’s role is described from what we call contemporary teaching subjectivity, translated into a moral teacher, mediator and responsible for the success/failure of school inclusion. Therefore, we realize that these speeches are contemporary teaching subjectivity who bow to the inclusion assumption as a State imperative.

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              Foucault

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                Author and article information

                Journal
                edur
                Educação em Revista
                Educ. rev.
                Faculdade de Educação da Universidade Federal de Minas Gerais (Belo Horizonte, MG, Brazil )
                0102-4698
                1982-6621
                2017
                : 33
                : e154132
                Affiliations
                [1] Rio Grande Rio Grande do Sul orgnameUniversidade Federal do Rio Grande Brazil
                [2] Porto Alegre Rio Grande do Sul orgnameUniversidade Federal do Rio Grande do Sul Brazil
                Article
                S0102-46982017000100146 S0102-4698(17)03300000146
                10.1590/0102-4698154132
                62f58eaf-018b-400c-af99-8ab64d875ac3

                This work is licensed under a Creative Commons Attribution 4.0 International License.

                History
                : 07 September 2016
                : 26 April 2017
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 16, Pages: 0
                Product

                SciELO Brazil

                Categories
                Artigos

                Subjectivity.,Teacher,- School,Inclusion,Subjetividade.,Professor,Escola,Inclusão

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