Delineamentos jurídico-normativos da educação inclusiva: problematização a partir das noções foucaultianas de governamentalidade e biopolítica
Carregando...
Arquivos
Data
2022-04-29
Autores
Martins, Thiago Vaceli
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Há mais de 25 anos, os direitos e garantias associados à Educação Inclusiva vêm sendo dispostos em leis federais, decretos e normas, apontando para um avanço das políticas sociais inclusivas e do próprio sistema educacional inclusivo. Na planificação da Educação Inclusiva posta no Brasil, enaltece-se um discurso de atingimento e consolidação de igualdade, da justiça, da busca pela diminuição das diferenças e do atendimento das garantias e direitos constitucionalmente assegurados. Contudo, o Estado ainda se omite em relação a muitas demandas da pessoa que possui deficiência. Assim, advém o denominado Ativismo, o qual se estrutura nas dimensões Judicial e Legislativa, com o escopo de atuação para garantir esses direitos previstos em lei, bem como para ampliá-los. O Estado e os poderes públicos constituídos devem estar conectados quanto à racionalidade de normatização das diferenças, sintonizando políticas de inclusão que fortaleçam e respeitem a condição da pessoa com deficiência, garantindo a sua presença como elemento ou sujeito a direitos, na esfera dos direitos individuais e também no âmbito da esfera pública. De forma transversal às lutas que possibilitaram os avanços da Educação Inclusiva, além da própria conexão com o ativismo, existem fatos que estão à margem, inclusive às vezes recostados não na própria política de Educação Inclusiva, mas nos dispositivos de inclusão. Também nessa esfera transversal há alianças de grupos não identitários, porém, que muitas vezes possuem demandas e objetivos comuns, cujas relações igualmente apresentam singularidades próprias. A Dissertação problematiza os ativismos e, em certo ponto, propõe a sua compreensão a partir das noções de governamentalidade, em seus jogos para o estabelecimento do biopoder e da reinterpretação da biopolítica feita no presente, utilizando-se a genealogia da normalidade para abarcar a crítica em relação aos ativismos e sugerir, no que se refere à governamentalização, reflexão nas possibilidades desses ativismos sob outro enfoque, o da contraconduta e o da resistência. Destaca-se, como objetivo geral, analisar os delineamentos jurídico-normativos da Educação Inclusiva, problematizando-os, a partir das noções foucaultianas de governamentalidade e biopolítica, assim como discutir o lugar ocupado e ações que podem ser empreendidas pelo ativismo judiciário e legislativo, na consecução dos direitos conquistados pelas pessoas com deficiência e suas respectivas participações para a sua ampliação, no Brasil. Pontuando a necessidade de respeito ético das diferenças, este trabalho apresenta a articulação e a contribuição efetiva, tanto do campo da educação como do campo do direito.
For more than 25 years, rights and guarantees associates to Inclusive Education have been laid down in federal laws, decrees and regulations, pointing to an advance in inclusive social policies and the inclusive educational system itself. In the planning of Inclusive Education in Brazil, a discourse of achieving and consolidating equality, justice, the search for the reduction of differences and the fulfillment of constitutionally guaranteed rights and guarantees is praised. However, the State still fails to respond to the many demands of the person with a disability. In this sense, the so-called Activism is praised, which is structured in the Judicial and Legislative dimensions, with the scope of action to guarantee these rights provided for by law, as well as to expand them. The State and the constituted public powers must be connected as to the rationality of standardizing differences, tuning inclusion policies that strengthen and respect the condition of the person with disabilities, guaranteeing their presence as an element or subject to rights, in the sphere of individual rights also within the public sphere. In a transversal way to the struggles that made the advances of Inclusive Education possible, and also beyond connection with activism, there are facts that are on the margins, including the times reclined not in the Inclusive Education policy itself, but in the inclusion devices. In this cross-cutting sphere, too, there are alliances of non-identity groups, however, which often have demands and objectives, whose relations equally have their own singularities. The Dissertation problematizes activism, and at a certain point proposes its understanding from the notions of governmentality in its games for the establishment of biopower and the reinterpretation of biopolitics made in the present, using the genealogy of normality to encompass the criticism in relation to activism and to suggeste, with regard to governmentalization, reflection on the possibilities of this activisms under another focus, that of counter-conduct and resistance. It stands out, as a general objective, to analyze the legal-normative outlines of Inclusive Education, questioning them, based on Foucauldian notions of governmentality and biopolitics, as well as discussing the place occupied and actions that can be undertaken by judicial and legislative activism, in achieving the rights conquered by people with disabilities and their respective participation for their expansion in Brazil. Scoring the need for ethical respect for differences, this work presents the articulation and effective contribution, both in the field of education and in the field of law.
For more than 25 years, rights and guarantees associates to Inclusive Education have been laid down in federal laws, decrees and regulations, pointing to an advance in inclusive social policies and the inclusive educational system itself. In the planning of Inclusive Education in Brazil, a discourse of achieving and consolidating equality, justice, the search for the reduction of differences and the fulfillment of constitutionally guaranteed rights and guarantees is praised. However, the State still fails to respond to the many demands of the person with a disability. In this sense, the so-called Activism is praised, which is structured in the Judicial and Legislative dimensions, with the scope of action to guarantee these rights provided for by law, as well as to expand them. The State and the constituted public powers must be connected as to the rationality of standardizing differences, tuning inclusion policies that strengthen and respect the condition of the person with disabilities, guaranteeing their presence as an element or subject to rights, in the sphere of individual rights also within the public sphere. In a transversal way to the struggles that made the advances of Inclusive Education possible, and also beyond connection with activism, there are facts that are on the margins, including the times reclined not in the Inclusive Education policy itself, but in the inclusion devices. In this cross-cutting sphere, too, there are alliances of non-identity groups, however, which often have demands and objectives, whose relations equally have their own singularities. The Dissertation problematizes activism, and at a certain point proposes its understanding from the notions of governmentality in its games for the establishment of biopower and the reinterpretation of biopolitics made in the present, using the genealogy of normality to encompass the criticism in relation to activism and to suggeste, with regard to governmentalization, reflection on the possibilities of this activisms under another focus, that of counter-conduct and resistance. It stands out, as a general objective, to analyze the legal-normative outlines of Inclusive Education, questioning them, based on Foucauldian notions of governmentality and biopolitics, as well as discussing the place occupied and actions that can be undertaken by judicial and legislative activism, in achieving the rights conquered by people with disabilities and their respective participation for their expansion in Brazil. Scoring the need for ethical respect for differences, this work presents the articulation and effective contribution, both in the field of education and in the field of law.
Descrição
Palavras-chave
Educação - filosofia, Educação inclusiva, Biopolítica, Deficiência, Poder judiciário e questões políticas, Ativismo, Education - philosophy, Inclusive education, Biopolitics, Deficiency, Judiciary and political issues, Activism
Como citar
MARTINS, Thiago Vaceli. Delineamentos jurídico-normativos da educação inclusiva: problematização a partir das noções foucaultianas de governamentalidade e biopolítica. Universidade Estadual Paulista (Unesp), 2022.