Lei brasileira de inclusão: a (des)configuração dos profissionais de apoio escolar nas políticas de educação especial

Abstract

“Brazilian Inclusion Law: the (dis)configuration of School Support Professionals in special education policies” is linked to the research line of State, Policy and Management of Education of the Postgraduate Program in Education of the Faculty of Education of the Federal University of Uberlândia/MG. Its main objective is to analyze how the LBI statements unfold on special education policies regarding the service of School Support Professionals, from 2016 to 2022 from the perspective of the neoliberal State in municipal education departments. It is a research with a critical approach to educational policy for a theoretical-methodological debate of a qualitative analytical-documentary nature, with theoretical reference in studies by Michel Foucault, in the use of tool concepts such as discourse, governmentality, biopolitics, homo economicus and neoliberal state rationality. The Context of Influence is also used based on researcher Ball's Policy Cycle approach to treat the data collected through the survey of bibliographic references and documentary analysis. The aim is to analyze inclusion policies aimed at the performance of Support Professionals based on the concept addressed by the LBI about these subjects in the school context in the assistance of public students of special education in a regular classroom. The research is based on the literature of Foucauldian studies, including: Costa (2007); Lopes (2009); Fabris and Klein (2013); Fischer (1995, 1999, 2007, 2020); Lopes and Fabris (2016); Lopes and Hattge (2011); Lopes, Lockmann and Hattge (2013) Lopes and Morgenstern (2019); Resende (2018), Revel (2011) Veiga-Neto (2007, 2016, 2018) and Veiga-Neto and Lopes (2011). The results of this research showed that since the process of elaboration of the LBI, the mentioned law had the interests of international organizations, political leaders and social movements in spreading the discourse of inclusion and considering people with disabilities as active subjects within the possibility of the actions of the efficiency, effectiveness and productivity that neoliberalism expects from everyone and, for this reason, counting on the emerging spread of professional subjects of school support as a result of the governmentality and rationality of the neoliberal State in managing the lives of students with disabilities as a biopolítical strategy. They also highlight as results the influence of the policy context on the elaboration of local policies, modifying previously pedagogical actions based on teachers and which, with the publication of the LBI, were linked to technical professionals, sometimes requiring teacher training, sometimes not requiring such training, to perform a function that would be efficiently more economical for public coffers in guaranteeing the neoliberal rationality of these policies, highlighting the role of homo economicus present in the conduct of School Support Professionals.