THE EDUCATION OF PEOPLE WITH DISABILITIES: SPEECH FORMATION

Abstract

This article performs a documentary analysis, with a post-structuralist nature, on certain discourses that enabled the emergence of public policies around the education of people with disabilities. The legislation and the set of files (audiovisual) that promoted it are analyzed, as well as the laws and promotions of meaning are problematized from the historical perspective promoted in the works of Michel Foucault, breaking its historiographical character by seeking to highlight discontinuities and the power games that constitute the conditions for the birth of new social practices of inclusion. Furthermore, this study seeks to promote a discussion about national public policies, their techniques and operating strategies. Through the analysis of such policies, it is observed that the subject of inclusion is seen as outside the normality line, and is understood as if the difference was not something intrinsic to the education process.