O papel do professor na inclusão da pessoa com deficiência: uma análise crítica dos discursos normativo-educacionais no contexto brasileiro (1988–2022)

Abstract

Inclusion, conceived as a promise of social justice, has been mobilized by distinct discourses and practices, articulated with knowledge-power regimes that delimit, standardize, and produce specific modes of existence, demonstrating that the mechanisms that define who is "included" are not based solely on ethical or pedagogical ideals. This dissertation aims to analyze how, between 1988 and 2022, Brazilian normative discourses shaped the role of teachers in the process of inclusion of people with disabilities, investigating the underlying rationalities and the truth effects that sustain them. Discursive analyses confirmed that such discourses not only reflect but also reproduce historically constituted power relations. Even anchored in a rhetoric of emancipation and equity, they operate through logics of subjection that consolidate the school as a biopolitical device, positioning the teacher as the operator of this mechanism. This governmentality permeates teachers and students, called upon to perform instrumental functions aimed at standardization and productivity. However, the discourses are not homogeneous: fissures and dissonant statements – which value criticism, question normalization, or acknowledge the complexity of teaching and disability – reveal internal contradictions that strain the dominant logic. These gaps, though often absorbed, indicate areas of dispute and the possibility of other rationales in the educational field. Thus, it can be concluded that inclusion operates as a technology of governmentality, but carries symptoms of its own contradictions, and that the teacher, although questioned as an enforcer of the norm, is also called upon to critique and ethical mediation, opening space for the reinscription of teaching beyond managerial logic.