Intervention devices in the schooling of children with barriers in psychic structuring

• Grant number: 20/04490-6
• Support Opportunities: Regular Research Grants
• Start date: November 01, 2020
• End date: February 28, 2023
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Rinaldo Voltolini
• Grantee: Rinaldo Voltolini
• Host Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Associated researchers: Cristina Keiko Inafuku de Merletti ; Daniel Revah ; Douglas Emiliano Batista ; Ilaria Pirone ; Maria Cristina Machado Kupfer ; Marise Bartolozzi Bastos ; Perla Zelmanovich
• Associated scholarship(s): 21/01576-0 - Intervention devices in the schooling of children with barriers in psychic structuring: monitoring the interventions with the child subjects of the research, BP.TT; 21/00763-0 - Intervention devices in the schooling of children with barriers in psychic structuring: monitoring the interventions with the child subjects of the research, BP.TT

Abstract

With ambitious objectives and complex implementation, inclusive education appears among us as a public policy that involves a legal framework - the establishment of laws - and an administrative one - organizational changes - composing a text that aims to prescribe the new conditions for institutional work. Having noted the limits that this legal-administrative model has in relation to the main objective of the inclusive project - working with diversity - we propose in this research the study of the consistency and efficiency of two intervention devices: the inclusion clinic, for working with teachers experiencing the impasses of schooling children with structural psychic barriers (EE), and therapeutic education, for the work of including children with EE. With the notion of inclusion clinic, we intend to take as an intervention object the narratives of the actors involved in the process, highlighting in the foreground the concrete, singular form, in which the impasses in inclusion appear. In working within the therapeutic education device, we intend to give special attention to monitoring, through reading scripts, the bond between children with EE and their peers in the class group. The data obtained from teachers and children will be discussed and analyzed by the two groups of researchers, in order to follow the developments of the interventions in both contexts. As a result, a qualification of the inclusive social bond is expected, both among children and among teachers. (AU)