SUBJECTIVATION IN SCHOOL INCLUSION FROM THE PERSPECTIVE OF THE THEORY OF SOCIAL SUBJECTIVITY

Abstract

This article aims to describe and discuss subjectivation in the context of school inclusion from the perspective of the theory of social subjectivity. To achieve this objective, a bibliographic analysis was adopted based on references from 1994 to 2023. Subjectivation is understood as a process of construction and sedimentation of subjectivities, which, in turn, delimit the way of thinking about inclusive education. Finally, it is considered urgent to think about inclusion from the perspective of the theory of social subjectivation, in the context of a reflection on the pedagogical practice itself, in order to have a better understanding of its parameters, so as to foster critical thinking about the socio-political-cultural positioning involved in school inclusion. Thinking about inclusive education through the lens of subjectivity implies considering the unique characteristics of each student who is the target audience of special education (PAEE), thus requiring more than just a set of techniques, but an ethical stance: that of guaranteeing the right to difference without that difference becoming inequality.