Resumo

GIORGENON, Daniela  e  ROMAO, Lucília Maria Sousa. The authoritarian in pedagogical discourse and inclusion of the heterogeneous . Psicol. rev. (Belo Horizonte) [online]. 2013, vol.19, n.2, pp.271-286. ISSN 1677-1168.  https://doi.org/DOI-10.5752/P.1678-9563.2013v19n2p271.

We intend to bring about a turnaround in pedagogical and inclusion discourse by interpreting what we conceive as heterogeneous, supported by a literature review based on French Discourse Analysis, specifically on the discursive typology by Orlandi, and on contributions from Freudian and Lacanian psychoanalysis. The method used in this literature review is grounded on theory and discursive analysis, which exposes legitimate meanings to opacity, and in order to perform such interpretation, anchoring to some literary excerpts and on the cover of a pedagogical magazine so as to compose the discussion on pedagogical discourse and its tendency to the authoritarian. By means of lucid and controversial discourse, we propose the possibility of inclusion that takes into account the subject, to whom we refer to as heterogeneous, in opposition to the homogeneity installed in school patterns

Palavras-chave : Subject; Pedagogical discourse; School inclusion.

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