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.
