Corpo, deficiência, inclusão escolar em teses na Educação em Ciências (2008-2018)

Abstract

The thesis presented here is linked to the research line Education in Sciences and Mathematics of the Graduate Program in Education at the Federal University of Uberlândia (UFU). These were the questions that guided the research: how do theses focused on Science Education approach the disabled body in the face of schooling inclusive processes? Which notions of body, disability and school inclusion were mobilized in these theses? The general objective of the research was to analyze the body discursive materiality, disability and school inclusion, in doctoral theses defended from 2008 to 2018, in Graduate Programs in Brazil, focused on Science Education. The specific objectives of the study consisted of: mapping the spaces and times of constitution and the discursive unfoldings of body, disability and school inclusion on Science education; locating the context of the theses; highlighting the emergency conditions, ruptures, trends and continuities in the discussion of body, disability and school inclusion in the theses; and tracing the vestiges of the forms of government, discipline and normalization that cross the discussion of disability, body and school inclusion in the analyzes and data presented by the authors of the theses.The emergence of the works is associated with the movement of demands and struggles of the disabled body and the consolidation of public policies of inclusion in Brazil which becomes more evident from the 1990s, with the reverberation of programs and actions of special education policies and inclusive policies in the field of Science Education. The concepts of biopower, biopolitics, governmentality and norm, based on Michel Foucault, were mobilized in the analysis exercise. The theses, the focus of analysis of this study, mostly point to ways of adjusting, for the deficient bodies, contents and practices of Science teaching, focusing on the functioning and adaptation of teaching methodologies and didactic materials, and not on the rupture of the hegemonic educational models exclusively centered on the body considered normal by modernity. The body in its objective-subjective complexity, experience, affections, culture, desires and sensations is not configured in the analyzed theses, in which the central focus of the discussion is disability seen as a lack, a limitation and/or a compensation There is not a discussion and problematization of the notion of body since, for many authors, this notion is implicit in the notion of disability, thus eliminating the differences among bodies. However, the body is erased and marginalized, put aside by not even being mentioned. It is our thesis to consider its multiple connections, the different forms of its existence, the crossings of historical plots and the potency and potentialities in/with the disabled body. This body that is nothing more than a body that can always take part and much more in and through Science Education; in and for Education.