FOR A SCHOOL THAT SEES ALL BODIES: REFLECTIONS ON ABLEISM, DIVERSITY AND RIGHTS

Abstract

Abstract: The article proposes a critical reflection on ableism as a social construction and its implications for the inclusive education of children and adolescents with disabilities. Using authors such as Foucault, Diniz and Garcez and Ikeda, it links ableism to institutional control mechanisms such as biopolitics, adultocentrism and the normalization of bodies. Even with legal advances and inclusive public policies, such as the LBI (Brazil, 2015) and the PDE (Brazil, 2015), exclusionary school practices still persist, anchored in a biomedical model that pathologizes difference. The analysis highlights the presence of attitudinal barriers and pedagogical strategies that reinforce the symbolic and institutional exclusion of these students. It therefore advocates the need for a cultural transformation at school, with a focus on active listening, the ethics of care and the recognition of functional diversity as an educational value.