Governamentalidade, deficiência e educar: possibilidades da ética da amizade como resistência
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Data
2020-03-26
Autores
Ferraz, Kaliny [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo objetiva expor as relações de amizade enquanto modo criativo e resistente de inclusão dos discentes considerados deficientes, dentro do contexto escolar. Para tal finalidade, o embasamento teórico que respaldou esse estudo adveio das pesquisas de Michel Foucault acerca da governamentalidade e do Cuidado de Si. Segundo Foucault, desde o advento da sociedade neoliberal, adentra-se uma governamentalidade, onde tudo o que diz respeito à existência humana torna-se passivo de objeto de controle, normalização, organização e gestão que são administradas pelos dispositivos de governo. Para isso, são dotados vários dispositivos para normalizar, vigiar e enquadrar as vidas em tudo o que diz respeito ao seu corpo numa biopolítica. Contudo, existem modos de vidas que inventam novas asceses que resistem à governamentalidade, como por exemplo, os considerados deficientes. Durante algum tempo, esses modos de vida desviantes eram marginalizados, ou seja, retirados da sociedade, inserindo-os em manicômios ou outras instituições. Mas, nas últimas décadas, com as mudanças nos paradigmas políticos e educacionais, essas pessoas têm tido oportunidade de experenciar novas vivências sociais, uma vez que se fazem presentes em escolas, empregos e outras partições, devido ao avanço prático das políticas de acessibilidade. Em que pese isso, tais sujeitos continuam no processo de resistência devido as dificuldades persistentes, e várias medidas vêm sendo tomadas à questão que também permeia essa pesquisa, qual seja: como se relacionar com os modos de vida desviantes no contexto das instituições, principalmente a escolar, que objetivam normalizar essas vidas que continuam resistindo? A nossa hipótese é que a amizade proporcionada nos ambientes comuns, entre deficientes e não deficientes, como a escola, é inclusão que destoa dos parâmetros neoliberais de subjetivação e que realmente inclui as especificidades desses modos de existência. Vemos que, na relação de amizade dentro do cotidiano escolar, entre as crianças consideradas normais e anormais, há a possibilidade efetiva de experiências ao convívio que não busca, meramente, a superação de seus modos de existência, mas sim, nova ascese nas relações afetivas entre tais sujeitos.
The present study aims to expose friendship relations as a creative and resistant way of including students considered disabled within the school context. For this purpose, the theoretical basis that supports this study comes, above all, from the studies of Michel Foucault on governmentality and Self-Care. According to Foucault since the advent of neoliberal society, it has entered into a governmentality in which everything that concerns human existence, becomes a passive object of control, normalization, organization and management that are administered by the government devices. For this several devices are provided to normalize, monitor and frame lives in everything that concerns your body in a biopolitics. However, there are ways of life that invent new asceticism that resist governmentality, such as those considered deficient. For a time, these deviant ways of life were marginalized, they withdrew from society and inserted them in asylums or other institutions. In recent decades, attempts have been made to capture these lives, placing them in schools, jobs and allowing more accessibility, however, these continue to resist and several measures have been taken to address the issue that also permeates this research: how to relate to deviant ways of life in the context of institutions, especially the school, which aim to normalize those lives that continue to resist? Our hypothesis is that the friendship provided in the common environments between disabled and non-disabled people, such as school, it is an inclusion that differs from the neoliberal parameters of subjectivities and that really includes the specifics of these modes of existence. We see in the friendship relationship within the school routine between children considered normal and abnormal, they can bring the experience of a coexistence that does not seek to overcome their modes of existence, but rather a new asceticism in affective relationships.
The present study aims to expose friendship relations as a creative and resistant way of including students considered disabled within the school context. For this purpose, the theoretical basis that supports this study comes, above all, from the studies of Michel Foucault on governmentality and Self-Care. According to Foucault since the advent of neoliberal society, it has entered into a governmentality in which everything that concerns human existence, becomes a passive object of control, normalization, organization and management that are administered by the government devices. For this several devices are provided to normalize, monitor and frame lives in everything that concerns your body in a biopolitics. However, there are ways of life that invent new asceticism that resist governmentality, such as those considered deficient. For a time, these deviant ways of life were marginalized, they withdrew from society and inserted them in asylums or other institutions. In recent decades, attempts have been made to capture these lives, placing them in schools, jobs and allowing more accessibility, however, these continue to resist and several measures have been taken to address the issue that also permeates this research: how to relate to deviant ways of life in the context of institutions, especially the school, which aim to normalize those lives that continue to resist? Our hypothesis is that the friendship provided in the common environments between disabled and non-disabled people, such as school, it is an inclusion that differs from the neoliberal parameters of subjectivities and that really includes the specifics of these modes of existence. We see in the friendship relationship within the school routine between children considered normal and abnormal, they can bring the experience of a coexistence that does not seek to overcome their modes of existence, but rather a new asceticism in affective relationships.
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Palavras-chave
Amizade, Ética da diferença, Governamentalidade, Instituição escolar, Resistências, Friendship, Difference ethics, Governmentality, School institution, Resistances