| dc.description.abstract | This thesis presents a study about inclusive education seen in PPPs school (2000-
prevailing) in northwestern colonial RS. The study has as main objective show how
inclusion school was being constituted in the national policies and in the school
documents, moving practices, in which we can verify the governmentality operating
under the concept of normalization. To undertake such research, it became, as
material for analysis, the set of inclusive education policies in perspective, produced
in recent years in Brazil and yet, twenty political-educational schools who declared
themselves as "inclusive”. The thesis uses as analytical tools, the concepts of
governmentality and normalization, thought from Foucault's theories. In the analysis,
it became evident that educational inclusion in the Contemporary view of the
inclusion policies national and international though baptized by world declarations,
has happened in the domain of knowledge that affect special education - with
emphasis on normalization of the subjects taken as with a disability (or abnormal).
There is, I verified that the twenty PPPs schools who declared themselv es as being
inclusive, even in the domain of special education, these schools in the early 2000s,
already showed via pedagogy projects or by projects (arborization, gardening, sports...), another wider understanding of inclusion. They already had some conditions of possibility for inclusion to be taken in coordination with the overall population (inclusive education). This means that movements that had a lready showed a concern for students' training for work, for the maintenance and update of rural life, finally, the school's actions in forming a kind of capital not centered in the production or labor forces, but in human and in their conditions of participation inside of a network of inclusion. | en |
