Sentidos e significados sobre corpo e deficiência: territórios heterotópicos demarcando as perspectivas das crianças e dos adultos

• Ano de defesa: 2023
• Autor(a) principal: Ribeiro, Sheila Santos Carvalho
• Orientador(a): Siqueira, Romilson Martins
• Banca de defesa: Rodrigues, Divino de Jesus da Silva , Mohn, Rodrigo Fideles Fernandes , Silva, Altina Abadia da , Ximenes, Priscilla de Andrade Silva
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação STRICTO SENSU em Educação
• Departamento: Escola de Formação de Professores e Humanidades
• País: Brasil
• Palavras-chave em Português: Corpo; Deficiência; Sentidos e significados; Infâncias; Territórios heterotópicos; Deficiency; Senses and meanings; Childhoods; Heterotopic territories
• Palavras-chave em Inglês: Body
• Área do conhecimento CNPq: Ciências Humanas; Educação
• Link de acesso: http://tede2.pucgoias.edu.br:8080/handle/tede/4933

This thesis is linked to the Stricto Sensu Graduate Program in Education at the Pontifical Catholic University of Goiás, in the area of concentration: Education. Line of research: Education, Society and Culture. Its objective was to seek to understand which senses and meanings are present and name a certain type of rationality regarding understandings about the body and disability in childhood, based on: analyzing which institutional logics mark the body and disability, identifying which understandings derive from the speeches of managers, teachers and families about the body and about disability, as well as analyzing how the voices of children with and without disabilities echo as a way of understanding the body and about disability . The method, methodology and methodological procedures were based on theoretical foundations coming from historical-dialectical materialism, and in dialogue with cultural historical psychology and critical currents of sociology and philosophy. Analytical understandings were woven that the senses and meanings about the body and about disability corroborate for the constitution of a type of rationality that reifies the idea of disability, indigence of bodies and converts the child into an eluded subject. Added to the hegemonic rationality, a set of procedures legitimize objectifications and instrumentalizations for governance over bodies. Such aspects act with rigor, and with a view to managing childhood. Children, even if they show resistance, have their voices and lives silenced and made invisible by the reified logics about bodies, which turn society and schools into heterotopic spaces, marked by violations of their basic rights and accessibility. Amidst the demarcations, the children invite the challenge of the territory, a possible place, but with a high need for the decolonization of senses and meanings, that is, a new rationality that can emerge