Leandra Bôer Possa

Matizes do discurso sobre avaliação na formação de professores da Educação Especial

In this paper, we discuss the effects of meaning that operate in the diagnosis and evaluationprocesses that subjectivate the teacher performance of Special Education, considering the naturalization of these practices. To discuss, we take as materiality of analysis fragments ofinternship reports produced by the academics of Special Education Course at Universidade Federal de Santa Maria. In the analysis, we use the concepts and methodological anchored in Foucault studies. We consider that there are not distinct and dialectical poles of a clinicaland diagnostic evaluation or an assessment in Special Education, because there is a tensionof forces that coexist and characterize the performance of the teacher in this field: the abnormality, the persons with disability, the identification and mediation processes of teaching and learning that enhance the arrival of the persons with disability closer to normality.

A emergência da Educação Especial como campo de saber e suas atualizações para o presente

The centrality of the subject as an object and the knowledge productions protagonist in modernity, tells the story and the production of true knowledge, the description of a place of normality as opposed to the abnormality and ordering of the field of knowledge called Special Education. This is the subject of this article, which intends to look at Jean Itards timeline reports where are described his operations and the consequent educational process of Victor, the wild boy. From the ordenations point of view and the notion of normalization, withdrawn from foucautian studies, it was led to analyze fragments of Jean Itard reports as an event that allow to understand how these experiences from the early nineteenth century, constitute contemporary to the field of knowledge of Special Education.

UM OLHAR PARA INCLUSÃO DO PÚBLICO ALVO DA EDUCAÇÃO ESPECIAL NO ENSINO REGULAR A PARTIR DO CENSO ESCOLAR brasileiro

O trabalho busca problematizar a politica e legislacao educacional inclusiva dirigida ao Publico Alvo da Educacao Especial (PAEE) em idade escolar com a sintese do numero de matricula na escola regular e no censo escolar desse alunado. Ou seja, compreender o impacto das estrategias de regulamentacao da educacao inclusiva considerando o numero de matricula PAEE na Educacao Basica brasileira. Os numeros que compoe desse publico, informados pelas escolas ao Censo Escolar, indicam um aumento consideravel de matriculas na Educacao Basicas no pais. No entanto, ao analisar esses numeros, fazendo outros arranjos, conclui-se que a representatividade de matriculas do PAEE no ensino regular, em relacao ao total de alunos da educacao basica, ainda e muito pequeno considerando o investimento do Estado em politica e legislacao, bem como em financiamento. Essa conclusao nos da elementos para pensar sobre os rumos da educacao para todos no Brasil.

BOAS PRÁTICAS INCLUSIVAS: UMA ANÁLISE DOS INDICADORES QUE TRANSFORMAM ESSAS EM BONS EXPERIMENTOS INCLUSIVOS

O presente trabalho tem como objetivo investigar os impactos dos programas do Ministerio da Educacao do Brasil no que se refere a programas de incentivo a praticas escolares. A materialidade da pesquisa consiste em relatos das experiencias vencedoras do II Premio Experiencias Educacionais Inclusivas: a Escola aprendendo com as diferencas (2012) em duas categorias: escolas, secretarias de educacao. As praticas consistem em projetos desenvolvidos no contexto escolar objetivando a inclusao do aluno publico alvo da educacao especial. Entendemos que essa premiacao se submete a indicadores de boas praticas. Como podemos evidenciar nos relatos analisados o impacto mais relevante dos programas, sao a socializacao dos alunos incluidos e sua interacao com os colegas, o aumento no numero de matriculas e a qualificacao profissional realizada por meio de seminarios. Nesse contexto compreendemos que experiencia e diferente de um experimento, sendo assim, problematizamos que os relatos das boas praticas aproximam-se mais da ideia de um experimento do que da experiencia.

Alguns efeitos do nosso tempo na formação de professores da Educação Especial

The desire to know and problematize what seems naturalized around the training of Special Education teachers are the effects of a neoliberal political strategy that operates in the processes of objectification/subjection of a person who is produced as a Special Education teacher. The plot wich legitimizes processes of formation, as an eternal moment of learning for the profession, is a mode of subjectivation in which we are all captured on ourselves to perform a kind of power that bends from the relations we put on ourselves and on the others. This research problematizes the discussions around the Special Education teachers’ formatio from three themes, they are: Inclusion, Inclusive school and Inclusive education for all, the duo of Special Education that presents the clinical field in opposite direction of the Education; and all-encompassing and comprehensive perspective that is bypassing the political discourse of teacher training in Special Education. To conclude, we point out the need to naturalize as a model for teacher training in Special Education, so that we can realize contingently regimes of truth and political rationality that organize and structure such training. We propose to think about the effects that these regimes of truth, since we can not escape them, produce in the way they subjectivate those, who by training, teachers are up in such a field.

Efeitos da racionalidade neoliberal nos discursos sobre inclusão: o silêncio docente</b.

This text, which makes use of the National Policy on Special Education in the Perspective of Inclusive Education and the programs that embrace the training of teachers for diversity/ inclusion, puts the discursive effects of these documents in analytic sets. Without attempting at doing an exhaustive analysis, this study aims at problematizing the effect of teacher’s silence that the neoliberal policy has been producing on teachers who work in municipal and state education systems in Santa Maria area. The conceptual and methodological tool of governmentality is used in this enterprise in order to think that the discourses of inclusion have convinced and subjectivized teachers, because in the face of the irreducibility of this discursive network the silence is an effect of the production and consumption of the principle of inclusion and enterprise itself.