Dissertação
O atendimento educacional especializado como uma tecnologia de governamento: a condução das condutas docentes na escola inclusiva
Fecha
2012-04-12Registro en:
HERMES, Simoni Timm. The educational services specialist as a technology of government: the conduction of teacher s conducts in inclusive schools. 2012. 150 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2012.
Autor
Hermes, Simoni Timm
Institución
Resumen
Through policies of school inclusion and Special Education, Specialized Education
Services (ESA) established itself as being able to complement or supplement the
training of the subjects with disabilities, pervasive developmental disorders and high
ability / intellectual giftedness and therefore implicated in the production of forms of
teaching in inclusive school. Thus, this Master of Education s dissertation aims to
understand how, through ESA, is produced and managed the teacher s conduct
working in multifunctional resource rooms. It is mapping the logical operations of this
Special Education s service, and it is analyzing the relationship between ESA and the
inclusive education practices in neoliberalism, questioning the teacher's governing in
inclusive schools. In order to achieve this aim the materiality of research includes
legal documents and textbooks related to the National Network of Continuing
Education of Teachers in Special Education, as well as educational projects of the
ESA courses that comprise the Program of Continued Formation of Teachers in
Basic Education, developed by Universidade Federal de Santa Maria(UFSM) as
distance education. From Foucault studies in Education, it was used the tool
governmentality in questioning the effects of the current National Policy on Special
Education in the Perspective of Inclusive Education in the organization and
implementation of the ESA in inclusive schools, and specifically in the continued
teacher s formation. Whereas the production of a teaching subjectivity for inclusive
schools as a strategy of neoliberal political rationality that pervades materiality of this
research; three analytical units were built as a way to question the tactics put into
operation in this process, namely: teaching in the each game and all, teaching as
wanting to modify and the teaching and solidarity practice. This theoreticalmethodological
enterprise it is possible to understand that political rationality, through
continuous training of teachers, ensures the development of processes of
individualization and totalization in Special Education as a way to manage the risk of
your audience and promote the consumption and the competition. Yet, to accomplish
these processes by means of scientific truth, the ESA teaches to each teacher
investing in yourself, in others for as entrepreneurs themselves, participate in joint
practices. Then, the same political rationality, this serves as a reference for
biopolitics, which promotes the entrepreneurial self-teaching, operates in the
production of joint practices in inclusive schools to ensure the success of inclusive
education. The ESA as a technology of teaching government in inclusive schools.