The Production of Normalizing Practices in Guiding/Regulating Discourses of Specialized Educational Assistance

Authors

  • Eliana Pereira de Menezes Universidade Federal de Santa Maria, Santa Maria, Rio Grande do Sul
  • Vanessa Shceid Santanna de Mello Universidade do Vale do Rio dos Sinos, São Leopoldo, Rio Grande do Sul

DOI:

https://doi.org/10.5902/1984686X13650

Keywords:

Inclusion, Specialized Educational Assistance, Normalization.

Abstract

Over the last decades, there has been an emphasis on political actions addressing the inclusion of disabled students in regular schools. Regarded as a possibility of overcoming the exclusion condition to which such students have been “subject” over time, the inclusive school, “open to diversity”, has been invited to approach actions and projects to meet the new student demand. Among such actions, the Specialized Educational Assistance (SEA) has been one of the main targets of investment by the current Brazilian government. This research aims at analyzing the guidelines for structuring SEA in regular schools by problematizing their principles and possible effects on school practices. From the analyses, it seems that the inclusive school should be constituted from a questionable acknowledgement of difference. According to guiding and regulating discourses produced by the Federal Government, the school should be in charge of delimitating the differences that have been talked about and the actions that must be taken in order to better conduct the conduct of included students aiming at their normalization.

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Author Biographies

Eliana Pereira de Menezes, Universidade Federal de Santa Maria, Santa Maria, Rio Grande do Sul

Educadora Especial, Mestre em Educação pela UFSM, Doutora em Educação pela UNISINOS. Professora Adjunta do Departamento de Educação Especial da UFSM.

Vanessa Shceid Santanna de Mello, Universidade do Vale do Rio dos Sinos, São Leopoldo, Rio Grande do Sul

Pedagoga, Mestre em Educação pela UNISINOS. Professora da rede de ensino de São Leopoldo e do Curso de Especialização em Educação Inclusiva da UNISINOS.

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Published

2014-09-23

How to Cite

Menezes, E. P. de, & Mello, V. S. S. de. (2014). The Production of Normalizing Practices in Guiding/Regulating Discourses of Specialized Educational Assistance. Special Education Magazine, 27(50), 725–736. https://doi.org/10.5902/1984686X13650

Issue

Revista Educação Especial, v. 27, n. 50, set./dez. 2014

Section

Continuous Demand

License

Declaration of originality

We declare that all articles present in the journal Revista Educação Especial (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Revista Educação Especial (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Revista Educação Especial (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).