Práticas de in/exclusão nas instituições federais de educação do Oeste de Santa Catarina: entre a legalidade e a (in)acessibilidade

Abstract

This study discusses inclusion in Vocational Education and University Education and takes as an object of analysis the practices of in/exclusion, which are at stake in the education of students with disabilities. From the field of Foucauldian Studies, taking practice as a tool-concept, under a qualitative approach, it investigates how inclusion policies, aimed at students with disabilities, shape practices of in/exclusion in Vocational Education and University Education. To this end, the research was organized in three dimensions: 1) bibliographic research, of an exploratory nature; 2) documentary research that included the analysis of eight federal documents and thirteen produced by three educational institutions, and; 3) empirical research that included the analysis of eleven interviews, with students with disabilities enrolled in the Federal Institutions of Education locus of the study. The analytical articulation between the empirical, bibliographic and documentary materiality showed a range of inclusion and accessibility practices provided for in the regulations and also those not provided for, exclusion, negative discrimination and inaccessibility practices, effects of institutional culture. The results indicate that inclusion, immersed in neoliberal rationality, presents two faces: on the one hand, it meets the social agenda that demands inclusion as a right for all and, on the other hand, it produces human capital for the market. The Federal Education Institutions, inscribed in a matrix of inclusive experience and subject to the current normative framework, provide, in their documents, practices that tension inclusive subjectivities, at the same time, with greater intensity, (re) produce, in the academic environment, meritocratic discourses, which result in competition, individualization and negative discrimination practices. The conclusions point out that the practices of in/exclusion, crossed by different knowledges and materialized from the games of power, by diverse subjects, conform, in the IFE, a zone of (dis)comfort, whose main effects are the inaccessibility and the (self) accountability of students with disabilities.