Cartas para Luan: os descaminhos da inclusão entre afetos, memórias e narrativas

Abstract

This research shows my trajectory as a teacher and researcher, affected by the experiences of daily school life conditioned by public policies for Inclusive Education and Special Education in inclusive perspective, as well as entangled by different memories and narratives that weave my paths and encounters. Thus, I present in this thesis-experience, this "letter launched to the sea", the study developed in the Graduate Program in Education at the Federal University of Juiz de Fora. Inspired by post-structuralist perspectives, by Foucauldian studies and in dialogue with Gilles Deleuze and Felix Guattari's Philosophy of Difference, I seek to problematize the ways in which inclusion policies are materializing in the daily routine of the Specialized Educational Service in three Educational Institutions belonging to the Regional Secretariat of Education of São João Del-Rei, Minas Gerais: Duque de Caxias State School, Inácio Passos State School, and Maurício Zákhia State School. From this perspective, I highlight the need to explore the (un)paths of Inclusive Education and search for stories that escape linearity and the boxes that frame and imprison us, navigating through different cartographies that draw other forms of struggles, confrontation and resistance. Through a writing-experience, we navigate through (un)meetings, memories and stories that cross education, especially Inclusive Education. Thus, when we opened Michel Foucault's toolbox, we found research tools that allowed us to enter the labyrinth, such as the methodology of letters - whose "dialogue" gave existence to Letrarilhar, Bethowen's Symphonies, and Artemisia. Other methodological tools joined the letters such as document analysis, the questionnaire, and online narrative interviews, in order to promote listening spaces about the reverberations and bifurcations of inclusion. The challenges faced in the micro and macro spaces of/in education that aim to build an inclusive school environment and adopt inclusive pedagogical practices for their students with disabilities, Autistic Spectrum Disorders, and high abilities/supermodification, categorized as monster bodies, as deviant bodies that do not fit into Procustus' bed, were contemplated. Such objections throw us into troubled and agitated seas in the search for labyrinthine weavings that escape from mutilations and exclusionary processes, so present in educational institutions. In view of this, we ventured into the waters that reflect Narcissus and that bathe Ophelia, from epistolary encounters that gave us the opportunity to know and dive for minor inclusion.