Contributions of psychoanalysis to special education and school inclusion: the dimension of singularity in the deadlocks of public policies
This paper presents a discussion about the training of special education and school inclusion teachers, in Brazil, focusing on the case of the municipal public school system of the city of Belo Horizonte (MG). It points out the challenges met in carrying out the collaborative work among teachers intended by national and municipal policies, highlighting elements of the singularities of teachers as part of these challenges. It presents data from a research psychoanalytically oriented in progress, underlining the importance of including in the initial, continuing, and daily training what escapes public policies: the subjectivity of those who implement them.