Travessias de uma experiência creep no ensino superior: verdades, relações e subjetividades

Abstract

This paper aims at analyzing the discourses made by undergraduate students with physical disabilities. This analysis will be conducted with Michael Foucault´s archeogenealogy. In this regard, the research goes through the many different historical perspectives about the abnormal subject in order to showcase the transformations and ruptures which took place within both the regimen of truth and the constitution of knowledge regarding abnormality throughout time. Semi structured interviews were performed with three students, with special focus to their experiences in the academic environment, exploring the challenges they lived, their relationships with professors and peers as well as their life trajectories. In a first moment of the analysis called historical perspective, a theory was created regarding the origin of the court jester during the Medieval Age and how anomalies were used for theatrical ends, transforming them in the beginning of capitalism into a variation of theater called freak shows. In the second half of the 20th Century, a process of medicalization and pathologizing of their condition befell the abnormal. The handicap models which came about afterwards allowed for the subjects to have access to rights and the possibility of inclusion into spaces which were otherwise denied to them. The second moment of analysis, called enunciative spiral, aims at analyzing the emergence of inclusive discourses at the present time, as well as the games of truths and materiality of such enunciations. In a horizon of neoliberal governmentality there is an impetus for inclusion. We live in a performance-based society, in which time is sped up. The massproducing of life, which makes men more and more business owners of themselves, gives way to the contemporary aberration known as the creep. He is immersed in the discourse of optimization of the being, being included in some spaces and excluded from others. In the third moment, called intentionality, it is possible to realize how the relations of power act over these people within an agonistic arena. At the same token in which the power relations aim at normalizing the creep via the impetus of inclusion to better control and govern them, there is freedom to rise against that which wants to subjugate us. Therefore, in the last moment of analysis, entitled statute of presence, there are insights based on the possibility of transgressing, transforming and creating other ways of existing. Therefore, the creep experience in higher education can aid in implementing the current inclusive processes, how we posture ourselves before existence, potentializing our creation bias in face of the instrumentalization and massproduction imposed onto us by the neoliberal governanmentality.