For an artisanal school inclusion

beyond the technique, an educational ethics

Abstract

The school inclusion embraces a political and ethics position, and it has been marked by the slogan “Education for All”, which crosses the educational practice as a watchword. In general, the students are grouped according to their medical diagnosis, and from then on “inclusive strategies” are established in order to “guarantee” the school inclusion. Accordingly, this research considers that gathering children in specific groups leads to an inclusion that obeys a structured model in “packs”, and in contrast, presents a proposal oriented to an “artisanal inclusion”. The “artisanal inclusion” considers the act of including each particular condition. Moreover, “artisanal inclusion” contemplates the dimension of the psychic constitution. Therefore, the research’s goal was to identify and analyze the artisanal elements in the inclusive process of autistic students, enrolled in public and private Brazilian schools, based on the School Therapeutic Accompaniment (Acompanhamento Terapêutico Escolar – ATE) experience. The nature of this research is qualitative and, it uses cases of two students diagnosed with autism, who were therapeutically accompanied in school in their inclusion processes. It is considered that the cases represent the effects of an artisanal inclusion because, through the inclusive experience, some important school figures showed investment and trust in their students as subjects and the latter revealed an important progress in their schooling processes, especially in the constitutive aspects and at the possibility of social bond.

Key words: School inclusion; Autism; Therapeutic School Monitoring; Ethics; Psychanalysis.