A emergência de uma "nova eugenia" em discursos sobre educação inclusiva

Abstract

This article is concerned with the Inclusive Education Policy, relating it to the eugenics principles that, in some way, create some emerging statements in modernity. The reflection, which is guided by Michel Foucault’s archaeological method, seeks to understand, by the analysis of the discourses that refer to educational inclusion of people with disabilities, how does the guarantee of an equal education for all, a speech markedly related to the human rights, can become a biopolitical strategy of government of bodies (with disabilities). The analysis has a goal to show that a “new eugenics” is present in modern statements, in the sense that the inclusion in the same space presupposes some approximation of the “differences” that, with similarity of the “miscegenation” process, results in the desired deletion of the individuality of the “other” with disabilities. It is possible to see, at the end of the reflection, that the discursive changes throughout the history, in what says about the inclusion of people with disabilities, are due the conditions of possibility of each time, legitimized by a knowing which principles keep intimate relation to the idea of the “good-born”.