Psychoanalysis and inclusion: a discussion on the colonization of the subject in the national policy on special education from the perspective of inclusive education

Abstract

This work presents a psychoanalytic perspective on inclusion policies in Brazil, based on the premise that the National Policy on Special Education from the Perspective of Inclusive Education (PNEEPEI) enacts a colonization of the subject. In light of this issue, we formulated the following research question: How does the National Policy on Special Education from the Perspective of Inclusive Education (PNEEPEI) contribute to the colonization of the subjectivity of students with disabilities in the school context, through the lenses of psychoanalysis and Foucault's theory of biopolitics? To address this question, we defined the following objective: To critically analyze how the National Policy on Special Education from the Perspective of Inclusive Education configures the subject with disabilities in the school environment, in light of Freudian psychoanalysis and Foucault’s theory of biopower and regimes of truth. Methodologically, this study is structured as a documentary research. In conclusion, we will show that it is possible to consolidate an inclusive policy grounded in the concept of epistemological listening, recognizing that the subject with disabilities has the right to narrate their own body.