Abstract
In the rationality of the biopolitical governmentality, school inclusion of people with disabilities has become a strategy for a good government of the population. In this scenario, we have asked the following question: how has accessibility become a condition for access, participation, development and learning of students with disabilities? In order to answer this question, we have analyzed some documents – acts and policies – intended for the inclusion of people with disabilities dating back to the year 2000, such as Act nr. 10098, from December 19, 2000; the National Plan for the Rights of People with Disabilities – Living with no Limits, from 2013; and Act nr. 13146, from July 6, 2015. As a theoretical-methodological tool, we have used the notion of biopolitical governmentality, in line with Michel Foucault’s thought. The analyses have shown accessibility as both a strategy that potentiates the school inclusion and a condition to promote practices that effect and promote access, participation, development and learning of students with disabilities in the regular school.
Inclusion; Accessibility; Learning