Modos de Fazer da Inclusao um Imperativo Educacional

portuguesO artigo procura problematizar producao de discursos sobre praticas de inclusao, de certa forma naturalizadas, na escrita de expertises publicada e divulgada numa coletânea de textos intitulada Tornar a Educacao Inclusiva, organizado por Favero, Ferreira, Ireland e Barreiros (2009). Coletânea publicada na parceria entre a Organizacao das Nacoes Unidas para a Educacao, a Ciencia e a Cultura (UNESCO) e a Associacao Nacional de Pos-Graduacao e Pesquisa em Educacao (ANPEd). Tomamos esta coletânea como material de analise por entender que o papel das expertises, dos organismos internacionais como UNESCO e de associacoes de impacto academico na producao de relacoes de saber-poder como e o caso da ANPEd no Brasil, assumem uma posicao de invencao de praticas operadas por determinados imperativos governam/orientam o espaco escolar e os sujeitos na contemporaneidade. Metodologicamente buscou-se pensar diferentes relacoes sobre a inclusao, pois nosso objetivo nao e encontrar a verdadeira inclusao, mas tensionar praticas discursivas no sentido de percebe-las pensando e produzindo uma realidade e sujeitos. Esta coletânea de artigos cientificos promete promover o aprofundamento e o debate sobre as praticas da educacao inclusiva, modos de fazer a inclusao chanceladas e legitimadas tanto pela UNESCO como pelos expertises brasileiros ligados a ANPEd. A problematizacao foi modesta, mas buscamos fazer uso da nocao de governamentalidade (a partir dos estudos foucaultianos) para fazer ver os modos de funcionamento e os sujeitos que sao convocados a produzirem tais praticas. EnglishThe article seeks to problematize the production of discourses about inclusion practices, in a certain way naturalized, in the writing of expertises published and published in a collection of texts entitled Making Inclusive Education, organized by Favero, Ferreira, Ireland and Barreiros (2009). Collection published in the partnership between the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the National Association of Postgraduate and Research in Education (ANPEd). We take this collection as an analysis material because it understands that the role of expertises, international organizations such as UNESCO and associations of academic impact in the production of knowledge-power relations such as ANPEd in Brazil, assume a position of invention of practices operated by certain imperatives govern / guide the school space and the subjects in the contemporaneity. Methodologically we tried to think about different relations about inclusion, because our objective is not to find true inclusion, but to stress discursive practices in the sense of perceiving them thinking and producing a reality and subjects. This collection of scientific articles promises to promote the deepening and debate on the practices of inclusive education, ways of making the inclusion chanceladas and legitimized by UNESCO as well as the Brazilian expertises linked to ANPEd. The problematization was modest, but we sought to make use of the notion of governmentalality (from the Foucaultian studies) to show the modes of functioning and the subjects that are called to produce such practices.