Discurso da acessibilidade e silenciamento da pessoa com deficiência física

Abstract

This article broadens the discussion of the monograph “The discursive silencing of the person with physical disabilities: a look at two public schools in Garanhuns (PE)”, (SOUZA, 2019). Given the importance of the debate on Brazilian special education and the growing adoption of an inclusive perspective in the legal and political discourse, it is necessary to reflect the theme in the educational context. In the last decade, the special education policy in Brazil has gained contours that deserve to be analyzed due to its conceptual and structural changes. The aim is to investigate architectural and pedagogical elements that would guarantee the inclusion of students with physical disabilities and the possible silencing gestures of these subjects in two public schools in Garanhuns PE. The foundations of the work we based on the French Discourse Analysis (AD), using the concepts of silencing, discourse and subject (ORLANDI, 2007 and 2010; PÊCHEUX, 1975 ), as well as and also in the documents and authors that discuss about inclusion (BRAZIL,2015; FUMEGALLI, 2012). It is a qualitative approach (MINAYO,2002), and based on questionnaires applied to coordinators and teachers of physical education, we make a diagnosis on the materialization of the Brazilian Law of Inclusion of People with Disabilities (BRASIL, 2015) and the Accessibility Law (BRASIL, 2000). The results show that the inclusion discourse is configured in the laws but not materialize in the researched schools, considering the discourse analysis of the collaborating subjects. In addition, there are indications that, people with physical disabilities are silenced regarding their rights to architectural accessibility and pedagogical practices in the schools surveyed, reflecting an unfeasibility of their social rights.