Discursos da inclusão escolar: modos de moralizar, modos de humanizar

Abstract

In the present article we intend to put under suspicion some discourses about school inclusion, which we have seen circulating nowadays. To do this we selected some editions of the magazine Nova Escola presenting school inclusion as central theme of their articles. Discourses marked by terms like “love”, “donation”, “affection”, and “humanization” are examined in this paper from the theoretical basis found in Friedrich Nietzsche, which allows us denaturalize the benevolent air announced in those narratives. We must be open to Others in order to be touched, if those who are touching us conspire in favor of goodness and order. We also problematize the empha - sis those discourses show in socializing and conviviality processes. They mark a kind of learning trivialization since they reiterate that conviviality with others; respecting rules and knowing how to behave are fundamental apprenticeships in inclusion processes. By putting those dis - courses under exam, the text aims to provoke thinking and to dismiss approved truths about school inclusion pronounced by modernity.