Abstract

SANTOS, Sueli Souza dos. Inclusion: blind points of a pedagogical discourse. Aletheia [online]. 2005, n.22, pp. 41-50. ISSN 1413-0394.

This research discusses sense effects produced in a classroom of blind and visually deficient children, and the inclusive education forming the subjectivity of these students. Based on Freud (1976), Lacan (1964) and Nasio (1995), among other authors, evidences are given to explain how are built mental representations deriving from unconscious formations of blind as well as of not blind children. Points to language and discourse questions based on the discourse analysis (DA), developed by Pêcheux (1997) and Authier-Revuz (1998), working the concepts of discoursive heterogeneity that composes the complex field of the identity, singularity and subjectivity. The analysis takes discoursive sequences produced by students visually deficient. The conclusions show some blind points of the inclusive process of these children, making us question the pedagogical discourse and its contribution to the inclusion in the constitution of the subjectivity of these children.

Keywords : Discourse; Inclusion; Unconscious.

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