“NOTHING ABOUT US WITHOUT COMMON BODY”: ANOTHER PARADIGM FOR INCLUSION IN UNIVERSITY EDUCATION?

ANOTHER PARADIGM FOR INCLUSION IN UNIVERSITY EDUCATION?

Abstract

This article problematizes the ethical dimension ignored by the knowledge about disability and the epistemes used to designate in the body in which an immeasurable power is inscribed, even with the conquests obtained by its political movements in the last decades, and its capture by the current devices of inclusion in Brazilian University education. We resort to both the genealogical method and the problematic ethics of the “undignity of speaking for the other” enunciated by Michel Foucault to historically situate at what moment the political movements of people with disabilities somehow assume this statement and what are the limits of its effects. of power in Brazilian University education. We aim with this to critically analyze the internal tensions of such movements, the signs of escape from the medical norm and social normality in order to problematize the models of knowledge that were based on them, as well as to point out the emerging powers of a common body like any other in their struggles for inclusive education and social justice. In this sense, we argue for the formation of a common body in University education, constituted from the encounters of knowledge and differences, acting through the exercise of a radical alterity and the mobilization of minority becomings of the people that are missing as a possibility for the emergence of another paradigm of inclusion.