ANARCHEOLOGY AND SPECIAL EDUCATION: POSSIBILITIES OF ENCOUNTERING DIFFERENCE IN NORMATIVE SPACES

ABSTRACT

As Special Education teachers, we aim to reflect on the conditions for producing discursive practices in this area that break with the perspective of representing disability as something negative, to be compensated, corrected, normalized, and cured. We sought to present a way of diagnosing the present and producing subjectivities that refuse to be governed and reject the neoliberalism-imposed logic of dismembering bodies to fit them into the box of the norm - subjectivities that embrace the encounter with difference. Conceptual/methodological operators, such as anarchaeology in Michel Foucault, have enabled us to remain firm in methodological and epistemic terms, especially by providing us with conditions to broaden the discussion and create possibilities of life within ourselves (and others). Therefore, this writing is about the present, about the struggle to be different; above all, it is a denunciation of a contemporary life marked by strikingly violent, oppressive, and exclusionary practices. By addressing the relationship between Special Education and anarchaeology, we propose a discursive materiality shaped by our relationship with teaching, and it is through this work on ourselves that we have found gaps to blur the prescriptive lines of normality and to defend the school, as we believe it to be a powerful space for encountering difference.

KEYWORDS:
Care of the self; Special Education; Practices of freedom; School; School inclusion.