Resenhas, Teses e Dissertações Results reveal that the involvement of these user groups is driven by various motivations which, put together, indicate an aspiration to promote not just their own social inclusion but also the welfare of their communities. Motivations do not suffice to facilitate their engagement, however. Direct recruitment, capacity-building and empowering participatory spaces are also essential enablers of participation. This thesis also shows that participation generates numerous benefits for users themselves, including broader social networks, empowerment, increased sense of citizenship, enhanced health literacy and improved access to mental healthcare. Finally, it identifies several barriers that hold back participation by minority groups, including unawareness of, self-exclusion from, and exclusionary dynamics within mental health participatory spaces. These hindrances diminish the potential of these spaces to foster the development of diversity-competent healthcare.

I Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre/RS -Brasil RESUMO -Medicalização dos Modos de Ser e de Aprender.Este artigo analisa os modos de ser e aprender na escola, considerando a medicalização como dispositivo que transforma comportamentos da vida humana em patologias. Investe-se na dimensão histórico-conceitual, problematizando esse processo. Os acontecimentos escolares apresentados dão visibilidade à prática escolar de inventar diagnósticos que justifiquem o não-aprender. O presente artigo apoia-se no pensamento foucaultiano, sobretudo, em relação à estratégia constitutiva de subjetividades pelos discursos. A análise, ao problematizar as práticas escolares e os discursos patologizantes, investe na compreensão da condição humana considerada em permanente transformação. Palavras-chave: Educação Especial. Medicalização. Patologização. Inclusão Escolar. ABSTRACT -Medicalization of Modes of Being and Learning.This article analyzes the modes of being and learning in school, considering medicalization as a device that transforms human life behaviors in pathologies. We invest in the historical-conceptual dimension, discussing this process. The school events here presented provide visibility to the practice of inventing diagnoses that justify the non-learning. The article is built on Foucault's thinking, particularly in relation to the strategy of subjectivity constitution by discourse. The analysis focuses on the comprehension of the everchanging human condition, while it discusses school practices and pathologizing discourses.

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This article analyzes the ways of organizing life and the learning processes of a boy experiencing psychic distress and social abandonment from the moment he receives care at a school facility. The experience involves the organization of a network of conversations among those who live with Philip, a boy who was referred to the Special Education Services (SES) based on the autism diagnosis, one of the disorders in the category of Pervasive Developmental Disorders (PDD). The assistance center proposed was aimed at expanding the way of living and learning of Philip. The interventions come up and develop themselves from the invention of playing and become visible through eye contact, smiles, when handling objects that are part of everyday life and mainly by interacting with people around him. The insertion and invention of/in the educational space is aimed at transforming the suffering in life and learning possibilities. The result of this work creates structural transformations in the coexistence between Philip and all the individuals that interact with him. When consolidated conversation networks enable the construction of knowledge areas that are able to support another way of living.

RESUMO: O texto analisa os movimentos institucionais que caracterizam a política de inclusão escolar em Santa Maria, no Rio Grande do Sul. O pensamento sistêmico e o ciclo de políticas constituem o referencial teórico que auxiliou na análise dos dados de matrículas, documentos normativos, produções acadêmicas e entrevistas. A pesquisa permitiu-nos identificar a ampliação do acesso e permanência de alunos com deficiência e serviços que favorecem a sua escolarização em classes comuns - indícios de uma prática centrada no ensino colaborativo com vistas ao acesso ao currículo.