English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

7e discourse on the inclusion statements formed in line with the current setting of biopolitics in neoliberalism, sometimes disregarding the dissonances generated by experience, the di8erence that highlights relations with disability and by the event that means at school. To recover these aspects, this article aims to discuss the form contained in the discourses about the inclusion and indicate another glimpse into the relationship with disability in educational contexts. To this end, we resorted to the afterthought of Michel Foucault to analyze some clues about the emergence and the limits of the discourses on school inclusion. To get another look at the subject we will focus on the positivity of disabilities in school and the need to move from discourse on the inclusion practices in which the relationship with the disabled lance the actors of this institution challenges of ethics di8erentiation and political positioning common.

A emergência do discurso da inclusão escolar na biopolítica: uma problematização em busca de um olhar mais radical