CARTOGRAPHIES E "SUBJECTIVITIES" CHILDREN WITH DISABILITIES PRACTICAL USE ECOPEDAGOGIC AND INCLUSIVE

Abstract

ABSTRACT: This article aims to map the "children's subjectivities" about using ecopedagogic and inclusive practices, from the needs of children with intellectual disabilities, visual, auditory, physical and multiple (BRAZIL, 1995) and the relationship with the actor-network (LATOUR, 2000 and 2001) belonging to them (teachers, principals and parents). Three educational institutions were chosen for the research, one particular, municipal and other non-governmental, located in Vitória da Conquista in Bahia. The research theoretical and methodological was based on the mapping of subjectivities and Controversies (PASSOS, KASTRUP, ESCÓSSIA, 2010; DELEUZE and GUATTARI, 1987 and 1995). It was used as research technique workshop drawings with children with disabilities and the focus group with the actors-network. The results show the use of cartography of subjectivity and controversy adapted to the detection of facilitating or limiting devices of school inclusion of children with disabilities, as subsidized cartographic simultaneous interventions in feasible improvements regarding the ecopedagogic and inclusive practices.