Everyday images of the School for All (or Inclusive School) at the end of the 20th century: time and space as focus of analysis

Abstract

This work analyzes the relation between space and time in the process of materializing images of a school for everyone, including the deficient. The analysis does not restrict itself to the field of investigation of the relation between deficiency and education, but expresses a concern with this school, being renovated, since the end of the XX century. Schooling ‘for everyone’, as it is commonly called, has been developed since the end of the XIX century and during the XX century in countries like France, the United States, Germany, among others. However, in Brazil, this schooling appears to be based on the disarticulation between itself and the economic and social tissue. Thus, the daily images of schooling on assuming characteristic defined by space and time, appear to imprint an historical and cultural inter-space in which the principles of exclusion and equality are expressed, generators of the paradox of inclusive schooling, at the same time contributing to the inauguration of a new schooling culture.