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Bibliography: leaves 373-418. / xiv, 418 leaves : maps ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Politics, 1996?

Esta dissertação tem por objetivos problematizar a inclusão escolar como um dispositivo biopolítico e a formação de professores como uma das estratégias para colocar a inclusão escolar em funcionamento; identificar e analisar os discursos sobre a surdez, os surdos e sua escolarização e; compreender como esses discursos conduzem as condutas dos professores e constituem práticas para normalizar os alunos surdos. O corpus da investigação foi constituído pelos textos usados como referencial teórico da disciplina AEE e Pessoa com Surdez, além de um texto usado na disciplina Atendimento Educacional Especializado (AEE) de um curso de especialização para professores que atuam ou pretendem atuar no serviço de AEE na escola comum. Este curso faz parte do Programa de Formação Continuada de Professores na Educação Especial, do Ministério de Educação (MEC). Como ferramentas de análise, utilizo as noções de discurso, governamento e normalização, desenvolvidas por Michel Foucault. Identifico a recorrência de discursos de três campos do saber: discursos do direito que produzem a necessidade de transformações na escola comum para garantir a participação e aprendizagem de todos os alunos. Essas transformações são perpassadas pela valorização e reconhecimento das diferenças. Discursos pedagógicos, que instituem práticas de governamento, pautadas em técnicas disciplinares que, ao distribuir os alunos surdos nos tempos e espaços da sala de aula comum e do AEE, convocam o olhar vigilante do professor desse serviço. Discursos linguísticos que direcionam as condutas do professor do AEE para oferecer uma educação bilíngue, por meio da Língua Brasileira de Sinais, compreendida como um recurso de acessibilidade aos conteúdos escolares e da Língua Portuguesa, como a que oportunizará a esses alunos tornarem-se sujeitos/cidadãos. Para cada uma das línguas são definidos tempos e espaços para o seu ensino e uso, dentro da organização dos três momentos-didáticos do AEE – AEE em Libras, AEE para o ensino da Libras e AEE para o ensino da Língua Portuguesa. Dessa forma vejo operar o governamento docente para a normalização dos alunos surdos num movimento de gerenciamento de riscos, produzindo sujeitos autônomos, participativos e competentes nas duas línguas, tanto na escola como fora dela. / This dissertation aims to problematize school inclusion as a bio-political device and teacher education as one of the strategies that make school inclusion function; identify and analyze discourses about deafness and schooling; and understand how such discourses both conduct the teachers’ conducts and constitute practices to normalize students. The investigation corpus consisted of texts used as theoretical references for the academic discipline of AEE and the Deaf Person, besides a text used in the discipline of Specialized Education Assistance (SEA) in a specialization course for teachers that work or intend to work in SEA in regular schools. This course is an integral part of the Program of Teacher Continuing Education in Specialized Education, offered by the Ministry of Education (MEC). As analysis tools, I used the notions of discourse, government and normalization as developed by Michel Foucault. I identified the recurrence of discourses from three knowledge fields: discourses of rights, which produce the need for changes in the regular school to guarantee participation and learning of all students. Such changes are crossed by valorization and acknowledgement of differences; educational discourses, which institute government practices grounded on disciplinary techniques that, by distributing deaf students in times and spaces of the regular classroom and SEA, require a vigilant look by teachers who provide such assistance; and linguistic discourses, which direct the conducts of SEA teachers to offer bilingual education through the Brazilian Sign Language (Libras), understood as a resource to access school contents, and the Portuguese language as the one that enables students to become subjects/citizens. Times and spaces are defined to teach and use each language within the organization of three didactic moments in SEA: SEA in Libras, SEA for Libras teaching, and SEA for Portuguese teaching. I perceived that the government of teachers operates by normalizing deaf students in a movement of risk management, thus producing autonomous, participant subjects that are competent in both languages, both inside and outside school.

Esta dissertação tem por objetivos problematizar a inclusão escolar como um dispositivo biopolítico e a formação de professores como uma das estratégias para colocar a inclusão escolar em funcionamento; identificar e analisar os discursos sobre a surdez, os surdos e sua escolarização e; compreender como esses discursos conduzem as condutas dos professores e constituem práticas para normalizar os alunos surdos. O corpus da investigação foi constituído pelos textos usados como referencial teórico da disciplina AEE e Pessoa com Surdez, além de um texto usado na disciplina Atendimento Educacional Especializado (AEE) de um curso de especialização para professores que atuam ou pretendem atuar no serviço de AEE na escola comum. Este curso faz parte do Programa de Formação Continuada de Professores na Educação Especial, do Ministério de Educação (MEC). Como ferramentas de análise, utilizo as noções de discurso, governamento e normalização, desenvolvidas por Michel Foucault. Identifico a recorrência de discursos de três campos do saber: discursos do direito que produzem a necessidade de transformações na escola comum para garantir a participação e aprendizagem de todos os alunos. Essas transformações são perpassadas pela valorização e reconhecimento das diferenças. Discursos pedagógicos, que instituem práticas de governamento, pautadas em técnicas disciplinares que, ao distribuir os alunos surdos nos tempos e espaços da sala de aula comum e do AEE, convocam o olhar vigilante do professor desse serviço. Discursos linguísticos que direcionam as condutas do professor do AEE para oferecer uma educação bilíngue, por meio da Língua Brasileira de Sinais, compreendida como um recurso de acessibilidade aos conteúdos escolares e da Língua Portuguesa, como a que oportunizará a esses alunos tornarem-se sujeitos/cidadãos. Para cada uma das línguas são definidos tempos e espaços para o seu ensino e uso, dentro da organização dos três momentos-didáticos do AEE – AEE em Libras, AEE para o ensino da Libras e AEE para o ensino da Língua Portuguesa. Dessa forma vejo operar o governamento docente para a normalização dos alunos surdos num movimento de gerenciamento de riscos, produzindo sujeitos autônomos, participativos e competentes nas duas línguas, tanto na escola como fora dela. / This dissertation aims to problematize school inclusion as a bio-political device and teacher education as one of the strategies that make school inclusion function; identify and analyze discourses about deafness and schooling; and understand how such discourses both conduct the teachers’ conducts and constitute practices to normalize students. The investigation corpus consisted of texts used as theoretical references for the academic discipline of AEE and the Deaf Person, besides a text used in the discipline of Specialized Education Assistance (SEA) in a specialization course for teachers that work or intend to work in SEA in regular schools. This course is an integral part of the Program of Teacher Continuing Education in Specialized Education, offered by the Ministry of Education (MEC). As analysis tools, I used the notions of discourse, government and normalization as developed by Michel Foucault. I identified the recurrence of discourses from three knowledge fields: discourses of rights, which produce the need for changes in the regular school to guarantee participation and learning of all students. Such changes are crossed by valorization and acknowledgement of differences; educational discourses, which institute government practices grounded on disciplinary techniques that, by distributing deaf students in times and spaces of the regular classroom and SEA, require a vigilant look by teachers who provide such assistance; and linguistic discourses, which direct the conducts of SEA teachers to offer bilingual education through the Brazilian Sign Language (Libras), understood as a resource to access school contents, and the Portuguese language as the one that enables students to become subjects/citizens. Times and spaces are defined to teach and use each language within the organization of three didactic moments in SEA: SEA in Libras, SEA for Libras teaching, and SEA for Portuguese teaching. I perceived that the government of teachers operates by normalizing deaf students in a movement of risk management, thus producing autonomous, participant subjects that are competent in both languages, both inside and outside school.

Esta dissertação tem por objetivos problematizar a inclusão escolar como um dispositivo biopolítico e a formação de professores como uma das estratégias para colocar a inclusão escolar em funcionamento; identificar e analisar os discursos sobre a surdez, os surdos e sua escolarização e; compreender como esses discursos conduzem as condutas dos professores e constituem práticas para normalizar os alunos surdos. O corpus da investigação foi constituído pelos textos usados como referencial teórico da disciplina AEE e Pessoa com Surdez, além de um texto usado na disciplina Atendimento Educacional Especializado (AEE) de um curso de especialização para professores que atuam ou pretendem atuar no serviço de AEE na escola comum. Este curso faz parte do Programa de Formação Continuada de Professores na Educação Especial, do Ministério de Educação (MEC). Como ferramentas de análise, utilizo as noções de discurso, governamento e normalização, desenvolvidas por Michel Foucault. Identifico a recorrência de discursos de três campos do saber: discursos do direito que produzem a necessidade de transformações na escola comum para garantir a participação e aprendizagem de todos os alunos. Essas transformações são perpassadas pela valorização e reconhecimento das diferenças. Discursos pedagógicos, que instituem práticas de governamento, pautadas em técnicas disciplinares que, ao distribuir os alunos surdos nos tempos e espaços da sala de aula comum e do AEE, convocam o olhar vigilante do professor desse serviço. Discursos linguísticos que direcionam as condutas do professor do AEE para oferecer uma educação bilíngue, por meio da Língua Brasileira de Sinais, compreendida como um recurso de acessibilidade aos conteúdos escolares e da Língua Portuguesa, como a que oportunizará a esses alunos tornarem-se sujeitos/cidadãos. Para cada uma das línguas são definidos tempos e espaços para o seu ensino e uso, dentro da organização dos três momentos-didáticos do AEE – AEE em Libras, AEE para o ensino da Libras e AEE para o ensino da Língua Portuguesa. Dessa forma vejo operar o governamento docente para a normalização dos alunos surdos num movimento de gerenciamento de riscos, produzindo sujeitos autônomos, participativos e competentes nas duas línguas, tanto na escola como fora dela. / This dissertation aims to problematize school inclusion as a bio-political device and teacher education as one of the strategies that make school inclusion function; identify and analyze discourses about deafness and schooling; and understand how such discourses both conduct the teachers’ conducts and constitute practices to normalize students. The investigation corpus consisted of texts used as theoretical references for the academic discipline of AEE and the Deaf Person, besides a text used in the discipline of Specialized Education Assistance (SEA) in a specialization course for teachers that work or intend to work in SEA in regular schools. This course is an integral part of the Program of Teacher Continuing Education in Specialized Education, offered by the Ministry of Education (MEC). As analysis tools, I used the notions of discourse, government and normalization as developed by Michel Foucault. I identified the recurrence of discourses from three knowledge fields: discourses of rights, which produce the need for changes in the regular school to guarantee participation and learning of all students. Such changes are crossed by valorization and acknowledgement of differences; educational discourses, which institute government practices grounded on disciplinary techniques that, by distributing deaf students in times and spaces of the regular classroom and SEA, require a vigilant look by teachers who provide such assistance; and linguistic discourses, which direct the conducts of SEA teachers to offer bilingual education through the Brazilian Sign Language (Libras), understood as a resource to access school contents, and the Portuguese language as the one that enables students to become subjects/citizens. Times and spaces are defined to teach and use each language within the organization of three didactic moments in SEA: SEA in Libras, SEA for Libras teaching, and SEA for Portuguese teaching. I perceived that the government of teachers operates by normalizing deaf students in a movement of risk management, thus producing autonomous, participant subjects that are competent in both languages, both inside and outside school.

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Depuis ses origines le travail social s'organise sur des fondements contradictoires et indissociables qui servent des intérêts aussi divers qu'antagonistes. Dans le cadre particulier de l'assistance éducative en milieu ouvert (AEMO) nous nous intéressons au processus d'écriture des éducateurs lorsqu'ils doivent fournir au juge des enfants, leur rapport de fin d'intervention. Qu'écrivent-ils ? Sur quelles références s'appuient-ils ? Comment prennent-ils en compte les références qu'ils invoquent lorsque celles-ci s'avèrent soumises à leurs interprétations ? Quelle place prend et quel rôle joue, leur subjectivité ? Après une étude théorique des références invoquées (la Loi, la famille, l'enfant et la « subjectivité ») et un travail autour des phénomènes sources du processus d'écriture (la perception, l'observation et l'interprétation), notre méthodologie de recherche nous permet d'observer les tensions entre conviction subjective et références professionnelles au cours du processus d'écriture et de les hiérarchiser. Ainsi nous parvenons à construire une typologie d'attitudes des travailleurs sociaux, au moment de la rédaction de leur rapport. Cette typologie ouvre des perspectives de formations initiales et/ou continues mais elle est aussi un argument pour repenser l'institution. En effet, l'engagement subjectif du travailleur social dans son écrit professionnel est à prendre en compte, à mettre au travail au sein d'une institution qui le valorise, le soutienne et le forme. / Since its beginnings, social work is organized and based on contradictory and inseparable foundations which cater various and antagonistic interests. In the specific context of educational assistance (AEMO), we are interested in the writing process, especially when educators have to provide their mediation end report to the juvenile judge. What do they write? What are the references they take into account? How do they manage the subjective references sprang from their own analysis? What is the role of their subjectivity and to what extent is it concerned ? Once an academic study on the references cited (the Law, family, child and “subjectivity”) and a work on the source phenomena of the writing process (perception, observation and interpretation) had been done, our research methodology allows us to observe and to classify the tensions between subjective belief and professional references while the report is written. Thus, we can define a typology of approaches regarding social workers when they‘re writing their report. This typology can contribute to the development of initial and / or ongoing education but it is also an argument to rethink the role of the institution. Indeed, the subjective commitment of the social worker in his writing is essential and must not be forgotten. It is necessary for the social worker to be part of an institution which is able to give personal satisfaction, to support and to train.

Regarding to the context of globalization and various losses that people experience, the socialization specific of children (age 7–11) who have experienced loss in the family was explored in this research. The main socio-moral values, that make the values’ internalization content as the basis of socialization, were identified. The peculiarities of values’ interception on the basis of behavior and emotions were set as well. Also the differences and similarities were stressed among the grieving and non-grieving children’s values internalization mechanisms. The survey has revealed both external and internal factors that may influence socialization processes for such children. Among external ones would be the experienced loss in the family, child’s status in the class, teacher’s attitude towards the child’s experienced loss, and educational help character. Among internal ones – child’s need to satisfy self identification through his/her attitude towards the experienced loss within family, towards the school, his/her status in the class, and self. The educational experiment allowed evaluating the effectiveness of main strategies to make grieving children’s socialization much favorable. Such children’s socialization becomes much easier, when it has helped them to: 1) have much positive (higher) status in the class, and 2) satisfy their need of self identification.

Regarding to the context of globalization and various losses that people experience, the socialization specific of children (age 7–11) who have experienced loss in the family was explored in this research. The main socio-moral values, that make the values’ internalization content as the basis of socialization, were identified. The peculiarities of values’ interception on the basis of behavior and emotions were set as well. Also the differences and similarities were stressed among the grieving and non-grieving children’s values internalization mechanisms. The survey has revealed both external and internal factors that may influence socialization processes for such children. Among external ones would be the experienced loss in the family, child’s status in the class, teacher’s attitude towards the child’s experienced loss, and educational help character. Among internal ones – child’s need to satisfy self identification through his/her attitude towards the experienced loss within family, towards the school, his/her status in the class, and self. The educational experiment allowed evaluating the effectiveness of main strategies to make grieving children’s socialization much favorable. Such children’s socialization becomes much easier, when it has helped them to: 1) have much positive (higher) status in the class, and 2) satisfy their need of self identification.

Darbe atlikta teorinė selektyvųjį mutizmo sindromą turinčių asmenų ugdymo ypatumų analizė. Siekiant išryškinti ugdymosi ir švietimo pagalbos ypatumus selektyvųjį mutizmą turinčiam asmeniui Lietuvos švietimo kontekste pasirinktas atvejo analizės metodas. Atvejo analizei atlikti pasitelkti kokybiniai empiriniai metodai (pusiau struktūruotas interviu, pusiau struktūruota anketinė apklausa, pusiau struktūruotas stebėjimas, dokumentų analizė). Tyrimo duomenys apdoroti atliekant turinio (content) analizę ir diskurso analizę. Asmens socialinės, komunikacinės ir ugdymosi situacijos kitimams identifikuoti taikytas tęstinis tyrimas. / The paper deals with the theoretical analysis of the children with selective mutism education peculiarities. In order to emphasize peculiarities of education and educational assistance for person with selective mutism was chosen case study method. Qualitative empirical methods were used in case study: a semi-structured interview, semi-structured observation, semi-structured questionnaire and document analysis. The study data was processed by thee content analysis and discourse analysis. In order to identify the person’s social, communicational and educational situation changes the longitudinal study was applied.