Governar os excluídos para gerenciar os incluídos : o que as altas habilidades/superdotação têm com isso?

Abstract

This study sought to problematize the excluded governmentalisation for managing included students with high abilities / giftedness. We used a set of tools for analysis, taken from the field of Foucauldian Studies in Education, approaching, touching the research with poststructuralist trends, as well as the discussions that refer to normality / abnormality and risk management by the school, through the training of teachers for this rationality. My analyzes were performed from discussions with a group of thirteen subjects, students from the Special Education at Concordia University Contestado / SC, through the National Teacher Training Basic Education (PARFOR) The survey was conducted with qualitative methodology through discussion groups and aims to discuss a school that does not seem to be prepared to see students with high abilities / giftedness in their core, these students that although invisible comes to getting labels from that can be managed. The rummage, classification, rule, all that is very present in the discussions on this matter and are focused on research. The unpreparedness, lack of preparation, initial and continuing training are also integral parts of the research appearing repeatedly in discussions Thus, governmentality problematic in the sense that all are captured and managed in whitespace school, which was intended to study, implying teacher education in the sense of being part of gear for rationality inclusive.