O DISPOSITIVO DA VULNERABILIDADE SOCIAL E EDUCATIVA: REPENSAR A LÓGICA DA INCLUSÃO ESCOLAR

Abstract

It can be said that studies on social and educational vulnerability are relatively recent; such proposals attempt to provide and construct explanations closer to the understanding of the phenomenon of poverty-education, involving complex and multifactorial elucidations, overcoming the simple and reductionist causalist logics that prevailed in the past. The purpose of this text is to reflect on the dispositive quality of discourses on social and educational vulnerability, in order to identify their operating logics and, thus, the ways in which they are present, communicated and intercepted. We start from the assumption that the problem with the use of the notion of social and educational vulnerability is that it not only serves to designate a phenomenon and try to explain it, but also participates in it, by placing, from an enabling rationality, the responsibility on the subject.