Deterritorialization and reterritorialisation: youth in experienced processes with intellectual disabilities in the context of school inclusion

Abstract

Following the promulgation of the National Policy on Special Education in the Perspective of Inclusive Education (BRASIL, 2008), the inclusion of people with disabilities in the modality of Youth and Adult Education is occurring in a more pronounced way. Through this inclusion, this article aims to understand the processes of deterritorization and reterritorization experienced by young people with intellectual disabilities in the context of school inclusion. From a qualitative approach, the semi-structured interview was used as a data collection instrument and as subjects 3 (three) young people with intellectual disabilities enrolled in a Center for Youth and Adult Education (CEJA), located in the State of Santa Catarina. The research was constructed with concepts derived from territorial studies, especially in the concepts of territory, deterritorialization and reterritorialisation of Deleuze and Guattari (1995, 1997), who provided a dialogue with the research. It was found that inclusion made it possible for young people with intellectual disabilities to discover new territories. In this discovery, young people experience processes of de-territorialization and reterritorization. In demarranging, escape lines emerge, forming a relationship between desire and thought, land and territory, where experiences experienced in the special school are accompanied by reterritorization in the CEJA. Through these processes the young people with intellectual disability, are part of the becoming that the school inclusion makes possible.