Inclusive discourses spread at school and their effects on teacher autoconduction

Abstract

This paper aimed at investigating the unfolding of the inclusion policies in society, problematizing the effects of such policies on the processes of subjectivation of teachers in public schools. Methodologically grounded on Foucauldian studies, the analyses addressed two sets of materials: the first was composed of educational discourses directed towards inclusive education produced in Brazil along the last decade; the second included three investigations carried out in schools that had students undergoing inclusion processes. It was possible to notice that teachers produced discursive practices whose subjectivation effects both rendered special education responsible for accomplishing the inclusive action at school and silenced political guidelines, which in turn ended up operating the non-problematization and the strengthening of the inclusive imperative in Brazil.