Inclusão educional e ideologia

• Ano de defesa: 2020
• Autor(a) principal: Rios, Gleyson Batista
• Orientador(a): Resende, Maria do Rosário Silva
• Banca de defesa: Resende, Maria do Rosário Silva, Santos, André Vieira dos, Silva, Hugo Leonardo Fonseca da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Psicologia (FE)
• Departamento: Faculdade de Educação - FE (RG)
• País: Brasil
• Palavras-chave em Português: Educação inclusiva; Deficiência intelectual; Psicologia; Ideologia
• Palavras-chave em Inglês: Inclusive education; Intellectual disability; Psychology; Ideology
• Área do conhecimento CNPq: CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/11127

It is a theoretical research. In order to analyze school inclusion as an ideology, the work is divided into three parts. The first discusses philosophical, medical and psycho-pedagogical knowledge that supported the education of people with disabilities throughout the historical process. It reflects on disability as a medical problem and the beginning of what would come to be recognized as special education. Concepts on education in general and the education of people with disabilities developed within the scope of psychology are analyzed. The distancing of medicine in the construction of educational processes is analyzed, without denying its constant presence in the education of social behaviors, at the present moment, marked by the medicalization of life. In the second part of the work, school education is discussed as a need for capital, which is therefore a right in capitalist society. It reflects on the ideological processes that go through the school, taking it as an object of ideological discourse and as an ideology maintenance agency. The development of the concepts of inclusion announced mainly by the United Nations Educational, Scientific and Cultural Organization is analyzed, building a close relationship with the processes of productive restructuring and maintaining hegemony. An essay on subjectivity, school education and neoliberalism is carried out, finalizing the construction of the foundations for the analysis of school inclusion as ideology. In the last part, the appropriation of claims by capital is analyzed, for the composition of the discourse of cynical ideological justification. Based on the Salamanca Declaration and the authors most cited in theses on school inclusion of students with intellectual disabilities, the concrete bases that build the elements of maintaining school inclusion as ideology are reflected. In the final remarks, the need to submit the debate on school inclusion to the radical critique of capitalist society and to articulation with actions aimed at overcoming it is emphasized.