História de Vida de alunos com deficiência intelectual: percurso escolar e a constituição do sujeito

Abstract

This thesis seeks to understand the process of inclusion of students with intellectual disabilities from the point of view of their life histories and the perception they have of the school, considering the relationship between disability, education and knowledge building. The research was conducted in a agricultural public school in Teresópolis, State of Rio de Janeiro. The main objective was to understand the process of inclusion of people with intellectual disabilities in regular schools from the life histories of five students people placed in regular education of middle and high school. We conducted a qualitative research based on the Life History method, according to the assumptions Glat (2009), Augras (2009), Ferrarotti (1993) and others. The theoretical framework adopted in the study was based on psychosocial approach of disability, emphasizing the relationship that the disabled person has with the social and cultural environment to which he belongs. From the life histories of the subjects it was possible to understand how young people talk about their school, with emphasis on the following categories: 1) school trajectory, 2) the role of school, 3) relationship with teachers and disciplines, 4) relationships with colleagues inside and outside of school, 5) future prospects and transition to adulthood. The study revealed the contradictions and complexity of the process of inclusion of students with intellectual disabilities in regular schools, particularly when it comes to the inclusion of young people in the middle and high school levels of Education. We realized that even after years of discussion and research on school inclusion of students with intellectual disabilities their trajectories are still marked by the culture of disability and disbelief about what these students can do. Inclusion policies, though well advanced in terms of their theoretical concepts, in practice do not result in overcoming the homogenizing practices of teaching and organization of the school. We hope this research will contribute significantly to the context of Brazilian education, either within the regular school or special education, so that the lines that have been submitted and mean echo a point of reflection on how the educational system and we ourselves are comprising the process of inclusion of students with disabilities and other special needs in school and society.