Corpo, clínica e educação inclusiva: da clinicalização à visibilização da deficiência

Abstract

The clinic significantly influenced the constitution of the field of Special Education in Brazil. With the emergence of inclusive education, some procedures, technologies, and specialized knowledge were carried out based on the organic body's restrictive character and the individualization of its treatments. Along with medicalization, the latter called into question an inclusive perspective for education, especially one based on a social paradigm. This article seeks to contribute to this debate through Foucault's perspective. Considering some discussions grounded on "The Birth of the Clinic," we aim to elaborate further on the emergence of knowledge that contributed to the medicalization of this field, particularly given the so-called disabled bodies. We are interested in debating, genealogically, to what extent such bodies, beyond their records, do not come from affirmative forces of their singular existence, inscribing differences upon themselves.