A produção discursiva do movimento Apaeano sobre o sujeito com deficiência: do treinamento à aprendizagem

Abstract

This dissertation aims to problematize the discursive production of the APAE Movement about the subject with disability and its processes of negotiation regarding the National Policy for Special Education from the Perspective of Inclusive Education. In order to do that, the research problematizes two investigation axes grounded on both the post-structuralist perspective and some of Foucault s thoughts. The first axis attempts to understand how the APAE Movement has positioned the subject with disability in discursive records in the field of Special Education. The second axis intends to problematize the displacement of this subject by the APAE Movement as a process of negotiation in the discursive record of the National Policy for Special Education from the Perspective of Inclusive Education. The researh works with the hypothesis that there is a displacement from the production of the subject with disability in the records of Special Education to the production of the learning subject in the records of Special Education form the Perspective of Inclusive Education, by means of the discourses of the APAE Movement. The analytical materials are documents produced by the APAE Movement in the discursive record of the field of Special Education, considering that in the latter the political context was supported by liberalism. The study also uses documents produced by the APAE Movement of Special Education from the Perspective of Inclusive Education in a political neoliberal context. The analysis has led to the understanding that the APAE Movement discursively invests in the institutionalization of the subject with disability through training, a subject produced in the Special Education, and triggers ways of displacement to the learning subject by means of learning of Special Education from the Perspective of Inclusive Education. Furthermore, it is possible to problematize the APAE Movement in its operation through negotiation in the context of its creation, and the displacement from that negotiation under the National Policy for Special Education from the Perspective of Inclusive Education.