Entre políticas educacionais e regimes discursivos do campo clínico, a criação de outros possíveis para habitar a escola

Abstract

How do the discursive regimes of the clinical field, present in educational policies, maintain up-to-date practices for the constitution of subjects who, in their ways of life, escape the centrality of the norm? Mobilized by this tension and the studies developed by Michel Foucault we propose a discussion based on policies that present principles for school integration in Brazil. We understand that the prevalence of the clinical matrix in the framing of subjects with disabilities has been updated in recent decades through the invention of new diagnostic criteria, classifications and prescriptions that affect school practices. In opposition to this matrix, we defend the school as an institution capable of resisting that which weakens life in what can be an inventive power, and we ask how spaces can be created within it for the subject to experience its singularity.