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The present study is part of the research on inclusion policies in professional education and can be included among studies that use a post-structuralist perspective from the Foucaultian Studies, especially from the notion of governmentality, for  analytical  procedure  and development. We aim to identify, in international documents, how the adoption of inclusion, in the form of determination of the conditions for education in the present time, can be set out in the order of neoliberal governmentality, building the conditions for the creation of the Federal Institutes of Education (FIs). For this purpose, we take as analytical material, policy and guidance documents produced by international organizations between the 1990s and the 2000s. With this movement, we realize that the investment in the policy of expanding professional education in Brazil, with the creation of FIs, can be inserted into a form of governance in which its function as a state institution may be to produce a way of conducting and capturing the young people and, with this, to ensure an inclusion perspective that takes as reference the space of the institution as a frontier for classifying, identifying, and controlling ways of being of particular youth models of learning.

Inclusão e Aprendizagem como Imperativos da Governamentalidade Neoliberal e a Criação dos Institutos Federais de Educação no Brasil