The uniqueness of students with intellectual disabilities in the homogenized school model: reflections on the process of inclusion

Abstract

This paper aims to reflect on the uniqueness of students with intellectual disabilities in opposition to the homogenized school model to conceive learning processes. The intellectual disability assumes, in this scenario, a restrictive character, annulling the historical construction of disabled people. Theoretically, we turn to González Rey Subjectivity Theory in order to have a base that enabled to recover the dialectical and complex character of the expression of the subject in the production of subjective sense. Methodologically we appealed to Qualitative Epistemology based on the dialogical, constructive-interpretative and unique character in the production of knowledge. We worked with a multiple case study, through observation of teaching practice, document analysis and used oral inducers to obtain expressions of the participants. In this paper the discussion is guided by the empirical movement of a teacher in searching conditions to promote the inclusion of students from special classes into regular schooling. It concluded that students with intellectual disabilities produce subjective senses about their school learning and can mobilize it or limit it, depending on the symbolic and emotional production process.