Costurografando e problematizando a educação dos (chamados) alunos com deficiências através da relação entre mãe-professora-costureira e filho

Abstract

The text presents a discussion about the schooling of (called) students with disabilities in different educational contexts, through the relationship between a teacher-seamstress and her child. The focus of the study is the production of life between mother and child, their effects and senses, starting from the implications of an individual case that narrated politically, reverberates in the collective. The research initially uses cartography as a method of research-intervention that presupposes an orientation of the work of the researcher and is not done in a prescriptive way, by rules already ready, nor with pre-established objectives. When mapping the course of research, a new methodological outline emerges: the costurography. The entry sew - Sew, join, join, relate reading, theory, sewing and writing. A way to go by sewing words. The choice to do research in the complexity of gestures, speeds, slowness, experimentations, sayings and non-sayings. In chapter I begins a composition with the first fragments of life, between mother and child, which moves this research. In chapter II a memorial of formation reaffirms life, permeated by questions and concerns. Chapter III is written as an entry composed of discursive lines, which are now found, sometimes affirmed, sometimes intended, sometimes contradicted: discursive lines that operate producing the Victor as a singularity. In chapter IV a problematization is made regarding Special Education in Brazil and the schooling of Victor, bringing chronicles between mother, student, public policies and school. Chapter V presents the findings of a research (among) possible schools, family, university and social movements, to discuss ways of being and learning in schools that cross inclusion policies. Chapter VI draws a last thread ... possible spaces for schooling, to sew and to problematize the process of inclusion of (called) people with disabilities. This dissertation states, through the fabric of a life history as a relation, the need to invent other meanings for the school inclusion of (called) people with disabilities: a singular history that is recognized only as a political gesture in the collective.