The School Inclusion is a teaching technique defined by the educational speech as the new
approach in regular school – concerning the actions taken to benefit the social integration
and the heterogeneous practices that attend the special education needs of the handicap.
This study seeks to understand the circumstances of its constitution placing the inclusion
movement as a social construction, negotiated amongst people’s relationships that make its
accomplishment possible. The aim of the research – through the discursive practices – is to
understand the notions of the inclusion that teachers of elementary schools from 02 (two)
public institutions make them spread their promoting speeches of such pedagogic practices
as well as their contradictions and ruptures on the public official documents speeches. For
that reason, they adopt a critical questioning over the institutionalizations which becomes
natural as the process is applied, aligned to the perspective of the Discursive Practices and
the Production of Senses as a possibility for understanding how people apply certain
notions, versions of how people explain the world and their position upon social relations –
resulting in further daily consequences. Such investigation has been done in 02 (two) public
elementary schools, and in each of them there was a Conversation Circle including 04
(four) teachers whose classrooms contained mentally handicapped people. The entire
discursive content has been analyzed by the assistance of the Dialogical Maps strategy,
which permits to visualize the dialogical inter-animation, the conversation flow/stream, the
uniqueness in the production of meanings about inclusion/exclusion in the schools studied;
evidencing the results of the process for implementing the inclusive education. Among
teachers’ speeches – different from the official speeches explicit in documents which
defines the school inclusion as a teaching technique that seeks academic advancements as
well as acknowledgment of rights – was noted that, to include means to uphold the
handicapped child socializing him/her along with the so-called ordinary children. The
researchers establish another goal for those children at school, substituting it, prioritizing
school education. Such action can be pointed as the last alternative upon the difficulties for
assuring the academic competencies, inscribing as a repairing position by the teachers’ side,
who seek “to expire” a historic debt by the damages caused by the social exclusion. For
that, the school position is questioned, because if it does not develop necessary
competencies and abilities for the development of handicapped children either maturerationally
or academic, do not fulfill its social function to educate and do not achieve the
so-called inclusion. The participants of the research say that is in life that those children
improve learning, as if one hungry for knowledge was broken apart from school and viceversa.
Therefore, by those arguments, they point out that schools are excluding more rather
than including. Furthermore, this research highlights that inclusive education approaches
may be understood as knowledge and power network trade, which makes public policies
work and pedagogic proposals, as mechanisms of social control.
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