| dc.description.abstract | This research aims to highlight problematizing as teachers, appoint and place students in psychic suffering and those wordings problematize the triad Inclusive Education Mental Health psychic suffering in its multiple enredamentos. Consists of four chapters that have as axes experience with psychic suffering and education, public policy of inclusive education and mental health teaching and speeches that allow look psychic suffering and school inclusion. Its fundamentation is based by poststructuralist theories, with special attention to studies of Michel Foucault. The issue of biopolíticas and madness, are paths to look for psychic suffering in the perspective of in/school exclusion. Studies have indicated that the student in psychic suffering, when highlighted, is understood as a student-problem from indicators materials related to diseases or mental disabilities or inadequacy of conduct. Teachers have a naturalised and reductionist understanding that this student is someone who demand necessarily know diagnosis and treatment by a doctor. This treatment await stabilisation results-standardisation, understood as compelling to your standards and common performance at school. Regarding the psychic suffering and inclusion teachers not laity, the student in psychic suffering; It does not exist as between-subject. Not being visible, there are ways to provoke, highlight and move toward knowledge to this demand in/exclusion; not constitute rights demandatários, inclusion biopolíticas School Inclusion and Mental Health. In short, the thesis argues that in/visibility of psychic suffering in student movements still parallel of bio/Inclusive Education policies and Mental Health knowledge and does not move forward actions Inclusive Educational rights for these students. | |
