PROVENANCE AND EMERGENCY OF THE INCLUSION MONITOR

Abstract

This paper aims to investigate the provenance and emergence of the inclusion of the monitor using documentary analysis. We operate with the combination of Michel Foucault's theories regarding the concept of genealogy, provenance and emergence, and with the discussions of Stephen J. Ball and collaborators on the policy cycle approach, specifically with the linking of the contexts of influence and text production. By tracing the three threads of the origin of education, such as a human rights, the right of schooling and the right of inclusion and school support, the inclusion monitor emerges as an effect of the reconfiguration of the school space and the need to attend to these new subjects of rights that have passed to enter regular schools, aspects that demonstrated a need for the school to focus on the students and individualize their processes, thus mobilizing the so-called support services. The brief analysis of the documents of provenance and emergence is a sample of the understanding that the statements present in such documents are linked to a way of being of the social and educational thought of a time.