Banca de DEFESA: JESSICA VILLIANA DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JESSICA VILLIANA DA SILVA
DATE: 31/08/2023
TIME: 13:30
LOCAL: Sala virtual do CAA
TITLE:
KEY WORDS:

children, childhood, differences, alterity, becoming-disabled.

PAGES: 129
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

We childishly rehearsed a research-path crossed by encounters. Encounters with childhood and
Philosophy. Encounters with a cartographic inspiration and with the children who were the main
intercessors in this process. We propose to say that we researched WITH and AMONG children,
not ABOUT them, mobilizing possibilities for children and childhood to inhabit and move us
in the path of learning and (un)learning. We met with our theoretical intercessors to
problematize childhood (Kohan, 2020), alterity (Skliar, 1999), hospitality (Derrida, 2003),
becoming (Deleuze and Guattari, 1992). Thus, we signal how we approach this research as
infants from the following question: What do children and childhood make us think about
inclusive education in the school context? From this questioning, we aim more generally: To
map out the sayings, learnings, and doings of children regarding inclusive education,
established in the school context. More specifically, we were mobilized to map out the
movements instigated by children and childhood regarding inclusive education in school; to
follow the sayings, learnings, and doings of children that cross their experiences in the school
context; to problematize the movements instigated by children in the space/time of school. In
this journey, we moved from what children made us think in their sayings, gestures, movements,
and experiences about inclusive education. The encounters with children and childhood, amid
conversations, invited us to a different way of thinking that bypasses the logic of representation,
which fixes an idea of disability linked to lack, incompleteness, not being. Through their ways
of looking, thinking, and artistically becoming-child (Corazza, 2013), children stress the
discourses of inclusion that try to include the OTHER in sameness when it should intensify the
dimension of otherness. Through their sensitivity and affection, children opened themselves to
the (un)thought, making us think about becoming-disabled. OTHER bodies crossed by another
time that invited us in gestures to think about inclusive education in another way... A more
childish way... perhaps. A possibility of displacement in school space-time in becoming... A
time rediscovered for OTHER possibilities in inclusive education from this OTHER place...
The place of difference. A place of irruptions.

COMMITTEE MEMBERS:
Interna - 1328163 - CARLA PATRICIA ACIOLI LINS GUARANA
Presidente - 2299922 - CONCEICAO GISLANE NOBREGA LIMA DE SALLES
Externa ao Programa - 3331181 - TATIANA CRISTINA DOS SANTOS DE ARAUJO - null