As politicas públicas de inclusão e o professor de apoio: desafios na/para a escola contemporânea

Abstract

This qualitative research aims to analyze legal, administrative and pedagogical aspects related to the participation of auxiliary teacher in the public school system of Uberlândia/MG, Brasil between 2012 and 2017 since an inclusive perspective of the Special Education. The development of this investigation is underpinned on studies of Sanches e Teodoro (2007), Mantoan (2002, 2004, 2010), Mousinho et al. (2010), Freitas (2013), Farnocchi (2013), Mendonça (2014), Vianna (2015), Berino (2007), Ferreira, Dechichi e Silva (2012), Lopes e Hatteg (2011), Jordão, Jordão e Tartuci (2011) and Foucault (1978, 1884, 1996, 2005, 2008, 2013, 2014) about discourse analysis. Methodologically, are used documentary analysis of federal legislation, of some state and municipal education secretaries, of normative documents and other orientations which guide the administrative and pedagogical work in the scholar context related to the service for students of the Special Education, semi structured interviews and questionnaires whose focus are the documentary analysis and the discourse analysis. Some results obtained by this research point out that: a) in the public policies of inclusion, the sentence of “education for everyone” comes out to satisfy interests of a social hegemony as a strategy to control the population lives, emphasizing the perspective of the normality culture. In this context, the auxiliary teacher plays an important role to reinforce this paradigm in the school realm and the governmentality; b) in the Uberlândia Municipal Secretary of Education (SME), the understanding on difference is directly related to the concept of handicap as a manner of controlling the inequality among the subjects; c) there are contradictions among the discourses presented in the official documents written by the SME and the discourses of the professionals of Education participants of this research; d) in the SME, the lack of legal instruments has become harder the inclusion work in the school realm, something that is quite evident in the period of 2012 to 2017. We do not reiterate the condition that a well-organized and legalized structure for the working of auxiliary teachers should not be a kind of dispositive to control the discourses of inclusion in the school realm. However, we criticize these discourses in order to consider, although minimally, aspects in the issues concerning the student service and the dignity of the professionals which execute this work. This point is fundamental, because, in the discursive practices, the handicapped students and the auxiliary teachers are subjects of these policies in the school contexts.