Capitalismo, saúde mental e políticas sobre dorgas: uma análise da tendência para os tratamentos dos sujeitos

Abstract

The social exclusion that people with disabilities have suffered throughout human history has deprived those individuals of full and effective participation in society. The scenario changed despite the fact that, from the beginning of the second half of the twentieth century, when conquests in the most diverse areas, such as scientific and legal, at the international level, gave evidence to the referred social group, consisting in the declaration of its condition of vulnerability. Individuals with disabilities started to be seen as subjects of rights and acquired the ability to express themselves or to oppose attitudes that put their basic rights at risk of being disrespected. The promotion of the principle of equality between children and adolescents with disabilities and other people, especially in basic education, revolves around appropriate assistance based on an inclusive concept, whether it be represented by specialized professionals, professionals who accompany children in their activities. in schools, adequate materials, as well as the dedication of school leaders, in providing an environment that favors respect and social integration. In line with this reasoning, the dissertation aims to investigate the educational experiences of children with disabilities in a school in the city of Campina Grande, from the perspective of human rights education. Our proposal is to find out how this presents to children with disabilities in a public school in the municipal network of Campina Grande-PB and if this treatment is in accordance with international and national laws that safeguard the rights and guarantees of this social group. We take as a basis the writings of Regina Maria Gadelha (2017), Maria Teresa Eglér Mantoan (2003), Edilene Aparecida Ropoli (2010), Vera Maria Candau (2009). It is a qualitative research of the ethnographic type with a case study articulated to the bibliographical, documentary discussion. Collaborators of this study were responsible for the students with disabilities, the caregivers, the teacher of the AEE room, the teachers of the regular rooms, as well as the manager of the educational unit. As data collection instruments, we chose participant observation, semi-structured interviews and document collection. Through this study, the aim was to emphasize the importance of an inclusive education, foreground, for the student himself with special educational needs and everyone who makes up the education network; in the background, for the social body as a whole, since it supports the construction of an inclusive society, with respect for diversity, providing a culture of social integration, considering that education that seeks to work from the perspective of human rights.