A inclusão de pessoas com deficiência e a educação especial: trançando e mapeando diálogos com a diferença e os diferentes

Abstract

Difference is present in society in all subjects, expressed in bodies, cultures, languages and relationships. In special education studies, the themes and contents of the inclusion of people with disabilities reveal different perspectives regarding the presence of these students in regular classrooms. Thus, it presents itself as a problem: what is revealed in the studies of Special Education and Inclusion of People with Disabilities (SEIPWD), considering the difference as a theoretical construct and its academic-regional insertion? The objective is, in general, to analyze the theoretical construct difference in the studies of SEIPWD seeking to reveal its academic insertion in the North region. Specifically: a) build the state of knowledge of the SEIPWD in the Journal Portal of the Coordination for the Improvement of Higher Education Personnel (Capes) (2006 - 2021); b) develop indicators for mapping and analysis of scientific articles in a bibliographic portfolio; c) unveil and examine the dialogue between Special Education studies and the theoretical construct “difference” in the Inclusion of People with Disabilities in the North region; d) create the “twisting” of themes and approaches to identify existing contributions and gaps in these studies, from the looks of bricolage and cartography; e) reveal in empirical studies, based on the difference construct, a possible praxis aimed at the inclusion of people with disabilities; and f) propose a cartographic plot of the difference construct in the North region announcing its paths and actors. Bricolage and cartography are used as a methodological basis, with strategies for producing data on the state of knowledge, using the SystematicSearchFlow (SSF) method, bibliometric and content analysis. The bricouler carried out weaving movements, creating dialogues between himself and the theoretical construct of difference, resulting in: 1) dialogic braid, for initial theoretical support and feedback during the braids, theoretically expanding and deepening the researcher I; 2) index braid, pointing to disparity between the number of studies in the North region and in other regions of the country, even though it presents the highest rate of increase in stricto sensu postgraduate courses and doctorates, revealing potential for growth and the existence of scientific “critical mass” for the theme in the region; 3) thematic braids, with types of studies balanced between theoretical and empirical, with emphasis on the second, boosting the construction of new knowledge directly from reality and propositions for change. However, there is a “shy” presence of praxis suggestions for acting in an inclusive perspective, focusing on understanding the inclusion process; 4) analytical braids, emphasizing the emphasis given to respect and acceptance of differences, indicating these as precursors of inclusive actions, however, they reveal a “mix” between the concepts of diversity and difference, which may make the differences of people with disabilities invisible. Also, theoretical treatment approaching essential aspects, such as normality, alterity and vision of the diversity of cultures and contexts; 5) epistemic braid, pointing to a critical look, but with little proposal for transformations, considering inclusive training and praxis. Thus, the theoretical construct of difference in studies on SEIPWD in the North region is supported by a post-modern look, close to the post-structuralist perspective of cultural studies, assuming the Other as a radiating element of theoretical reflections and praxis.