CIRCULATION AND LEGITIMIZATION OF MEANINGS IN SPECIAL EDUCATION FROM AN INCLUSIVE PERSPECTIVE:

implications for the Pedagogy Course (Professional and Technological Education) offered in a Network by Federal Institutes

Abstract

The concepts of Discursive Formation (DF), Ideological Formation (IF) and Conditions of Production (CP) are presented with the aim of detecting the dissemination and validation of meanings and effects of meanings present in the Pedagogical Project of the Pedagogy Course (Professional and Technological Education) offered in a Network by the Federal Institute of Education, Science and Technology of Maranhão (IFMA), in relation to Special Education from the perspective of Inclusion. To do this, information was gathered by forming an archival Discursive Corpus, in order to carry out an initial description of the empirical linguistic data in its semantic depth and then carry out the interpretation, since the analysis begins when the Corpus is formed. At this stage, the concepts of French Discourse Analysis (DA) are used in order to establish a theoretical framework at the end of the research. Through the individualization of a theoretical-analytical reference, Interdiscursivity, the Pedagogical Project is understood as a social space of Discursive Memory, based on the production of the subjects, as a place of language of the already mentioned and pre-constructed, bringing the importance of historicity in the formation of some of the diverse meanings of Special Education from an Inclusive perspective. By analyzing the Discursive Formations (DF) and focusing on the main meanings present in the texts of the syllabus, it was possible to identify the presence of meanings sometimes linked to dominant positions, sometimes to opposing ones, through the mechanisms of paraphrase and polysemy found in them and in other linguistic evidence.