Ethnographing Helena: a case of invention of school exclusion
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Abstract
Upon being identified as a child with learning problems, Helena and her family are launched on a long and uncertain journey in search of a diagnosis for the girl's condition. We follow this process through an ethnography based on observations, conversations with the protagonists and an analysis of medical and school documents. Helena's story serves as an empirical element for a critical reflection on the culture of contemporary schooling. We argue that this girl learning problems are signs of a school model incapable of dealing with differences in subjectivities. The contemporary school still bears the marks of an institution founded in the 19th century with the purpose of disciplining. Thus, Helena's story is a case that allows us to reflect on school inclusion against the grain, that is, through the understanding of the symbolic and practical mechanisms that carry out school exclusion. As a concluding argument, the article points to the potentialities that ethnographies and subjectivities can offer to studies on school inclusion and exclusion.
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