THE SUBJECTIVITY OF STUDENTS WITH DISABILITIES IN TECHNICAL COURSES FROM THE PERSPECTIVE OF GONZÁLEZ REY

Abstract

The article presents a research excerpt that analyzed the configuration of subjective senses for students with disabilities with regard to schooling in technical courses integrated to High School. Initially, the text contextualizes inclusion and exclusion at school and at work, aspects that permeate the inclusive perspective in the integrated modality of secondary level professional education, and presents the subjectivity understood by González Rey, theoretical framework used in this research. Four students with disabilities from a unit of the Federal Institute of Education, Science and Technology of Rio Grande do Sul (Brazil), enrolled in different technical courses integrated to High School, participated in the research. Based on the methodological proposal of Qualitative Epistemology, the moment of information construction with each participant, carried out online, consisted of an interview with open and closed questions, a dialogue mediated by photographs and an interview with open questions. The interpretation from the speeches of the participants revealed the emotions and symbolic productions experienced at school and the prospect of entering the world of work. Human subjectivity is understood in a relational way, in which subjects in their interactions with others and social spaces produce subjective senses, which, in the research participants, show the faces of inclusion and exclusion experienced by people with disabilities at school and in society.