O silenciamento discursivo da pessoa com deficiência física: um olhar para duas escolas públicas de Garanhuns (PE)

Abstract

This research aims to study about inclusion, focusing on the materialization of policies and proposals for inclusion of students with physical disabilities from two public schools of Garanhuns. We start from the discussion about the inclusion of people with disabilities in the educational context and if there is a discursive silencing of the person with physical disability. This questioning leads us to Understand a problem of special education in Brazil, as well as the privacy policies of the disabled, highlighting the aspects of integration or discursive silencing of the person with disabilities in Garanhuns public schools. Based on this aim, we point out how the research actions on the bibliographic survey of laws and documents that promote special education in Brazil and the principles of inclusive education; the investigation of the architectural and pedagogical elements that guarantee the inclusion of people with physical disabilities in two public schools; As well as an analysis of actions and gestures of discursive silencing the person with disability. As a background, we use the documents referring to the inclusion perspective, such as BRAZIL (2015), in addition to the concepts of Discourse Analysis in France, according to Orlandi (2007, 2008, 2010). Starting from a qualitative approach Minayo (2002) and based on the analytical principles of AD, we used the questionnaire technique to perform the diagnosis of the context defined as locus of analysis. These questionnaires were directed to two agents of the teaching process, coordinators and teachers of physical education of the two public schools, in order to obtain data and a sample on the architectural accessibility and pedagogical practice aimed at students with physical disabilities. The analyzes allowed to obtain as main result that the discourse of inclusion is configuring in the laws, but not in the pedagogical practice of the two schools. Besides this, subjects with physical disabilities are silenced with their rights to architectural accessibility and pedagogical practices, they reflect an unfeasibility of their social rights, as schools disregard what is standardized in BRAZIL (2015). It is also shown that the training of professionals in education to work with inclusion and accessibility is precarious in the sample analyzed.