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The inclusion of people with disabilities in mainstream schools has been consolidated in contemporary Brazil, bringing with it significant changes in everyday school life. The aim of this book is to problematise - specifically in the field of young people with blindness - this inclusion, questioning the ways in which it has taken place, with what objectives and connections, trying to understand the different subjectivities to which this social group is subjected. This does not mean, however, opposing inclusion, but situating it within a context of power relations and discursive productions, in a way that allows us to understand its effects on the constitution of subjects. Foucault's concepts of governmentality and normalisation were used as analytical tools, inspiring the correlation between public policies aimed at regulating, ordering and consolidating the rights of people with disabilities and the pedagogical practices of educational institutions.