Sentidos subjetivos de estudantes com deficiência em cursos técnicos integrados ao ensino médio

Abstract

Inclusive education requires the comprehension of more than legal frameworks and institutional actions, it also encompasses the individual aspect of each student, in order to broaden the discussion on the process. Disabled people have been and are still segregated from social participation, despite advances in debates and the enactment of different laws and decrees since 1990, defending the participation of all people in the school system, with full acceptance of their individual characteristics. With an inclusive perspective towards education and the work environment, this research is about the subjective aspect of students with disabilities from different technical courses in the Brazilian High School system. With the contribution of the Theory of Subjectivity developed by González Rey, this study has the purpose of analyzing the configuration of subjective senses for students with disabilities with regard to schooling in technical courses integrated to High School. Four students from a unit of the Federal Institute of Education, Science and Technology of Rio Grande do Sul (Brazil), enrolled in technical courses integrated to High School, participated in the research. Based on the methodological proposal of Qualitative Epistemology, the moment of information construction with each participant, carried out online, was divided into three dimensions: an interview with open and closed questions to obtain demographic data, previous education information, and permanence in the Institution; the use of photographs as material resources to mediate the expression of feelings and senses experienced at school; and an interview with open questions to access the students? subjective senses. The speeches and expressions of each participant were analyzed and presented individually, as indicators that allowed the construction of the following cores of meaning: interpersonal relationships of validation; perception of difference in the school environment; exclusion in inclusion; being a non-massified / erased person due to a disability; and dynamics between challenges and achievements. These cores produce subjective meanings related to the search for valuing the other; to the shame of difference; to the underestimating of oneself; to exclusion and depreciation; and to facing and overcoming challenges. Understanding the emotions and symbolic productions of students with disabilities at school allows them to be recognized as subjects within the school space, and not on its margins. The perception of the inclusion and exclusion related to the experiences of students with disabilities opens possibilities for questioning and strengthening school practices, with a view to the effectiveness of the inclusive process. In addition, it reinforces the path that must continue to be taken in the search for the consideration of people with disabilities as subjects of rights and duties at school, and, as a consequence, in society [resumo fornecido pelo autor].