DISGNOSIS BABEL AND SCHOOL INCLUSION OF SUBJECTS WITH AUTISM AND CHILD PSYCHOSIS: ACTS OF A READING

Abstract

This text addresses the schooling of children and adolescents with serious developmental impairment or with atypical structuring, such as autism or psychosis. That field is vast and complex, the perspective adopted builds on Freud-lacanian psychoanalysis, philosophical-hermeneutics, special education and inclusive processes. Specifically, a reflection is posed on the place the diagnosis has in the construction of (im)possibilities within school based on the analysis of academic and scientific production on the issue for the past 28 years. The proposition is that diagnosis in central in the establishment of educational pathways for such subjects. Diagnosis is often identified as an act of unveiling and/or decoding. From another perspective, it is defended that the relationship diagnosis-schooling implies the construction of a reading, the invention of possibilities. As it is not possible to determine the veracity of diverse theories, a schooling process includes constitutive unknowing. As there is no path pre-established guaranteed and anticipated bythe diagnosis, teachers and school are responsible for their choices aiming their students school experience. Thus, the basis of their action is ethics, not a method or technique. As a metaphor of the interpretative work. I present the image of a library that is constructed, offers, inscribes and subscribes to the meeting between text and reader. Placing the library as a privileged space of such argumentation implies in taking language and reading as the center of discussions. It is a displacement of the focus of attention of the subject with autism or psychosis to the teacher, the other, who reads, interprets and builds schooling (in)possibilities. Key words: Autism; Child psychosis; Diagnosis; School inclusion.