Practices of in/exclusion at school and the school knowledge redefinition: contemporary implications

The text aims to analyze the pedagogical strategies designed to meet disabled pupils who study in mainstream schools. For this, we analyzed discourses materialized in cards of referrals which were collected in semistructured interviews with teachers and principals of a Municipal Net from the Metropolitan Region of Porto Alegre city. The theoretical and methodological support was Foucault's thought, and with that support it was possible to see that school inclusion, when it appears as an imperative of our time, makes the forms of being, acting and behaving at school take a unique centrality in the curriculum to the point of producing a redefinition of school knowledge. What we understood just as school knowledge includes now other dimensions that are predominantly guided by a psychological prism. This shift of pedagogical practices can be viewed by the proliferation of care offered to students: educational psychopedagogy, psychology, psychomotricity, hippotherapy, among others. The students' descriptions produced by teachers do not emphasize learning linked to certain areas of knowledge or to the school subjects, but they highlight especially the ways each subject must learn to operate on himself, leading his own practices in a clear and evident predominance of self techniques. Therefore, in this article I argue that these pedagogical practices, in order to focus their gaze on ways of self conduction, end up redefining the students' knowledge and linking them inexorably with psychological contents, which shall assume the centrality of educational processes.