Produção de sentidos sobre a inclusão escolar em cena : deficiência visual.

Abstract

This dissertation seeks production of meanings about inclusive education of visually impaired in regular education at a school in the region. To discuss school inclusion of visually impaired, I set some markers that allowed more details to discuss topics such as normal and abnormal, school inclusion and resource room. The subjects are parents, teachers and students, who live with regular room, resource room and inclusion policies, through interviews that talk about their positions on school inclusion of visually impaired in regular education. From the interviews and clippings of documents dealing with policies of inclusion and the Salamanca Declaration and Program of Support for National Education of the Visually Impaired (PNAEDv), for example, I attempt to analyze the processes of inclusion experienced by research subjects, in a school that proposes to follow policies of inclusion. Educational policies elect school as an institution capable of dealing with the inclusion of so-called normal and abnormal, under the imperative of "school for all." The goal now is to watch the speech on school inclusion of visually impaired and the meanings produced from different positions of the subject. Even bringing several authors, this work is based on theories and studies of Michel Foucault, in regard to the relations of truth/power and knowledge/power.