Uma abordagem moebiana dos processos de exclusão e inclusão: diálogos entre psicanálise e educação

Abstract

This paper brings about the effects produced by the discourses of Brazilian public policies aimed at the “Perspective of Inclusive Education”, seeking to problematize the ideals for inclusion stemming from the significant pair inclusion and exclusion. In doing so, we resorted to psychoanalytical arguments, especially the topological figure of the Moebian ribbon, considering that it allows establishing a relationship of continuity between exclusion and inclusion, politics, and psychoanalysis. In doing so, we firstly resorted to psychoanalytical arguments, especially the topological figure of the Moebian ribbon, considering that it allows establishinga relationship of continuity between exclusion and inclusion, politics, and psychoanalysis.Secondly, we worked with narratives of two elementary school teachers who shared with us impasses and inventions resulting from their encounters with autistic students. From a political perspective, we consider the importance of education for all, and, from the psychoanalytical standpoint, we problematized inclusion as an incomplete process that needs to contemplate the singularities of students and teachers as subjects.