SANTOS, Victória Caroline Souza Pinheiro    BARROS, Rogério de Andrade. Inclusive education: contemporary (im)passes from the psychoanalytic perspective. Analytica []. 2021, 10, 19, pp.1-17. ISSN 2316-5197.

Inclusive Education (EI) promotes various flavors and centralizes the difference and diversity in the school, an ideal field to analyze the encounter of the subject with the group, under school performance. EI opens a space for new forms of education, while also expanding or separating the school. It is possible to observe that, it does not include an inclusion, there is an order that indicates a very evident form for practical factors. Here, the importance of an analysis that does not minimize as practical questions, but, in addition, questions the EI discourse itself and how it has been postulated, allows it to articulate, mainly, under the argument of capitalist discourse, understanding it as a discourse that gives contemporary news. The present work is configured in a research, which aims to investigate the discourse of EI in contemporary times. To do so, participate in the analysis of three impossible crafts by Freud to, later, resume them and put Lacan in the theory of discourses. Thus, from these Lacanian operators, you read the inclusion in contemporary times, showing their impasses and the effects of malaise.

: Psychoanalysis; Inclusive education; Contemporaneity.

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