Weave of senses: school inclusion and exclusion

Abstract

Supported by Discourse Analysis studies made by Michel Pêcheux, we aimed at listening and analyzing senses materialized in the writing of teachers (subjects of the investigation) about the process of inclusion of children and teenagers with the so-called “mental disabilities” in regular Elementary Schools. Unwinding the discursive threads, we trace the way how ideology captures these individuals, by observing how they - as subjects affected by the position they occupy at school - name and take on discursive positions on this issue. Betting there is a “pre-constructed” concept that returns in present time intradiscourse, we reflect on school inclusion and exclusion, and listen to the silenced senses conveyed in discourse.

Keywords

• Sense. Subject. Mental disabilities. School inclusion.