Modos contemporâneos de inclusão escolar de alunos e alunas com deficiência e dos que apresentam transtornos globais do desenvolvimento: um estudo de casos múltiplos em escolas públicas da Paraíba.

Abstract

Nowadays, in many parts of the world, we seek to combat social exclusion. One lternative is to search for an inclusive education, which seeks to meet any and all diversity, whether ethnic, social class, gender, religion, age and people with disabilities, subject of our study, towards a more just and caring society. In this context, we conducted a research that relies on the following basic question: I which ways occurs the inclusion of handicapped students in the educational environement, particularly these ones with intellectual disabilities and those with pervasive developmental disorders in the contemporary educational scenario in Brazil? In search of answers, we consider: 1) The contribution of Bauman, in his reflections on the sociocultural construction of the normal and abnormal, and the analogy between this and the notions of purity and impurity, 2) An interpretation of Bourdieu in relation to the operation of the educational space, set up to foster and confirm the logic of capital accumulation from different orders, including the intellectual capital. According to him, people with intellectual disabilities as doomed to failure and exclusion, 3) The theory of stigma, by Goffman, from which we can interpret the difficulties of educational inclusion of handicapped students with disabilities as being linked to processes of stigmatization and prejudice surrounding this group, built in the school environment as an offshoot of ongoing socio-cultural dynamics in the surrounding society. Concerning the methodological aspects, we conducted multiple case studies, conducted in a public school in Cajazeiras-PB, and another one in the city of Campina Grande-PB, the analysis of documents and the collected data was made by interviews and audiovisual recordings of the two empirical settings chosen. The investigation led us to understand the stigma, said, among other difficulties, like the teachers' representations about the school needs of handicapped students as one of the major obstacles to the achievement of a truly inclusive school.