Inclusive Education: between human rights issues and self-investment: developments from the neoliberal logic

Abstract

This study was developed with two state schools in Três Passos - RS, more specifically through interviews specifically with the managers of these schools, and it aims to discuss the emergency and mandatory requirements, imposed by public policies by the movement of inclusive education, from the game of neoliberal logic, focusing on how schools are articulating towards inclusive education and the discourses that circulate in it. Thus, in the data analysis, we presented discussions guided by a poststructuralist perspective, that allow us to understand the movement of inclusion as a possibility to reach the obligation, produced discursively as well as a strategy of governance. This study points out on the possibility of work, an eternal movement of criticism and problematization of the discursive practices made in one truth about the inclusion of people with disabilities, problematic of what has been developed by the school and, therefore, the permanent pursuit of suspected truths produced by programs developed in favor of inclusive education.