PATOLOGIZAÇÃO NA EDUCAÇÃO INCLUSIVA: estratégias contemporâneas de controle no processo de escolarização

Abstract

This research was developed within the Graduate Program in Education at Centro Universitário Mais de Inhumas and is linked to the Research Line Education, Culture, Theory, and Pedagogical Processes. The subject of this dissertation is pathologization in Inclusive Education. The general objective of the research was to highlight the phenomenon of pathologization in Inclusive Education as a tool of control in contemporaneity, and its interference in the schooling process. Specifically, the aim was to contextualize the topic by exploring theoretical studies on the phenomenon of pathologization, describing the implications of inclusive practices based on pathologization as a form of control in contemporary times, and attempting to identify alternatives to contribute to depathologization in the context of inclusive practices. The research seeks to answer the following question: how is pathologization embedded in contemporary control strategies that impact the schooling process? A qualitative theoretical study was chosen, with the presentation of some quantitative data, complemented by a literature review intended to describe what researchers in the field of Education have addressed on the subject. The theoretical study was based on authors such as Foucault (1977; 1979; 1988; 2003; 2005; 2014) and Conrad (2007) for insights on medicalization, Caponi (2012; 2016; 2019) and Guarido (2008) on pathologization, Mantoan (2015) for insights on school inclusion, and Proença and Toassa for insights on the schooling process and inclusive practices. The results identify inclusive practices that contribute to depathologization and suggest some alternatives to transgress naturalization and the imposition of rules, respecting differences, advancing towards a genuine Inclusive Education.