Educational practices in the context of special education in Humaitá, in the south of Amazonas

Abstract

Assuming that special education is not yet inclusive, this essay aimed to discuss educational practices in the context of special education in the city of Humaitá-AM. Using Michel Foucault's archaeogenealogy framework, the archive was created with the academic production in the Amazonian context and the pedagogical projects of two schools, which evidenced the form of subjective production that the institution exerts in its actors and the resistance of some professionals who, even without encouragement, still try to develop a committed education. From the analysis of the data, three categories of discourse emerged, which are: teacher unpreparedness, lack of time and institutional neglect in parallel with their planning that escape the reality to which they belong. It is concluded that the implementation of an inclusive educational practice permeates tensions and confrontations and that whether to position oneself is a professional choice that involves their way of existing, their values, their ethics, and their way of looking at the other from within themselves.