Quem precisa da educação “regular”? Narrativas dos afetos, efeitos e práticas no contexto de uma educação especial pela arte

Abstract

This research aims to understand the effects of aesthetic pedagogical practices experienced and experimented in the 'inclusive' teaching process, in the relationships that break or minimize the reproductive force of control, normalization, regulation and individualization with students "in a situation of inclusion", accompanying subjectivation processes that open up to multiple productions. Therefore, the methods that supported this construction were: the Cartographic Method, French Institutional Analysis (A.I) and the researchWITH. The theoretical-conceptual dialogues took place through an open bibliographic review and without fidelity to any conceptual field. It is a theoretical profanation and transversal, aiming at a production of non-fascist life and the construction of an inventive and non-authoritarian educational practice. In this research I call this process of 'Anthropophagic Bibliographic Review’. The analysis of the field diary concentrated the experiences on three analytical themes: I - Dissenting Pedagogical Practices, which analyzes the different methodologies and learning produced with the learners "in a situation of inclusion", enabling dissent from the normalizing and comparability practices present in education , putting into question 'regular education', which does not hide the function it serves, namely, the function of 'regulating' the production of capitalistic subjectivity; II - Medical Examinations, which analyze the various interferences of medical-knowledge-power at school, in a biopolitical process of surveillance of conduct, and the incorporeal transformations of non-disabled subjects into disabled subjects, pointing out the potencies and dangers of these practices; III - Pedagogical Care, which analyzes the effects of corporeal and incorporeal care in education in the construction of learning that consider the integrality of being in the production of a pedagogy as a practice of freedom. To finish the writing, I talk about what I didn't mean in this research; it is not a question of restricting the long-awaited polyphonies and polysemy, but of taking care to affirm them as bets for a non-fascist life.