De louco, todo mundo tem um pouco: os discursos sobre inclusão escolar e a produção dos sujeitos anormais

Abstract

This paper proposes to analyze statements that produce a contemporary madness in school, more precisely in teacher training booklets, media artifacts, documents that rule Brazilian basic education, among others. It draws attention to the way the school participates in the creation of a contemporary madness that now needs to be included in the institutional environment, creating ways to see the so-called different individuals who arrive in this environment. It is important to remember that what we call school madness, in the context of this dissertation, refers to the production of individuals pointed out as those with mental deficit (those identified as autistic, with attention disorders, hyperactivity, bipolar, schizophrenic, among others). This dissertation is also drawn within a discursive analysis, mainly of the perspective from the philosophy of difference thinkers, who escape from the idea of “the discovery of a speech”, from an origin or from a starting point for the production of what they speak. Following this path, we understand that speeches materialize the objects they speak of, tell about their lives and create ways of being and acting in our daily lives. For the choice of the analysis material, we invested in a methodology that walks along with the research process; it becomes the process, both of writing and thought, similar to the steps of a cartographic methodology. This type of research also reverses the traditional sense of method, proposing no longer a walk to achieve prefixed goals, but the primacy of a walk that traces, during the way, its goals. In the analysis, the statement that soon emerged was about the “recognition” of the crazy individuals in school. There was (and there is still) the production of scripts and protocols that teach education professionals how to recognize different students in school. Another noteworthy statement was about the supposed care and feeling of condescension that arose in relationships woven with the crazy students. We also raise questions about the statement “education for all” and about how the adoption of this motto in school and education has been creating goals and abilities that need to be monitored and developed by school students. By investing in these statements, we disregard the multiple forms of life that occupy the school and, consequently, the immense possibilities potentialities and possibilities of learning, existence and life.