The conceptions of disabilities in Brazil's basic education

Abstract

Violence, violation of rights and segregation of people with disabilities are historically marked by advances and setbacks. From the 1960s to the 1970s, the medical model of disability was strengthened, on the other hand, social resistance movements emerged, such as the UPIAS in the United Kingdom and feminist movements in the United States. Movements that provoke different conceptions of disability and that reverberate today in social spaces. The school as a social space and stage for the diversity of human bodies, differences and social struggles has in its context reflections of these conceptions. Thus, this study aims to investigate the conceptions of disability that permeate the school context, and the intersections that these conceptions bring to the school performance of students with disabilities. This is a literature review, with content analysis of scientific articles published in Brazil that address basic and inclusive education. The articles were located on the CAPES Journal Portal, in the area of education, within the scope of inclusive education with a focus on the conceptions of disability. In all, 45 articles were found and, based on exclusion criteria, only 9 were chosen for the review. The results and discussions point out that although there are advances in the legal scope of school inclusion, it is presumed that despite the legislation, the conceptions of disability in force in school spaces are still guided by the charitable and medical models. It is evident the presence of the concept of norm, the resistance of welfare, segregating and paternalistic practices, which oppress human diversity and favor the minority.