AWAKENING CONSCIENCES – FOR AN ANTI-ABLEISM EDUCATION AS A PATH TO INCLUSIVE EDUCATIONAL PROCESSES

Abstract

The present research proposes a critical reflection on the urgency of consolidating an anti-ableism education as an ethical, political and pedagogical foundation for the construction of truly inclusive educational practices. The study problematizes the limits of inclusion policies that, although they advance in legal terms, still reproduce an integrationist logic, marked by normative tolerance and the denial of difference. In view of this, we ask: How can the anti-ableism perspective contribute to the overcoming of integrationist school practices and to the effectiveness of an inclusive education that recognizes and values differences as constitutive of the educational process? Theoretically, we used the repertoire of Barton (1989; 1996; 2001; 2018), Diniz (2007), Erevelles (2011), Freire (1996), Garland-Thomson (1997), Guerra (2021), Kazumi Sassaki (1997), Linton (1998), Mitchell and Snyder (2014), Riddle (n.d.), Shakespeare (1996; 2006; 2018), Skliar (1997; 2020), Werneck (1997), among others. Methodologically, the research is qualitative (Minayo, 2007), descriptive and bibliographic (Gil, 2008) and analyzed from a comprehensive perspective (Weber, 1949). The results of the research defend a pedagogy of adaptation and framing as an indispensable condition for the construction of a school that recognizes human diversity as a value and not as an obstacle. By raising awareness of the symbolic and institutional violence that permeates school processes, anti-ableism education presents itself as an emancipatory horizon, capable of re-signifying the role of school, teaching and educational relations in the fight against oppression. It is, therefore, a matter of shifting the gaze from disability as an individual deficit to understanding it as a product of an excluding social organization, reaffirming the urgency of pedagogical practices committed to social justice.