Inclusive education: A territory of multiple approach errors
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Keywords
Inclusive education, Epistemology, Ontology, Mistakes, Objects of analysis
Abstract
The substantive ‘inclusion’ has become increasingly commonplace within Pedagogy, public policies, teacher training and the international scene. We are in the presence of a commonplace of an obligatory nature in the discourse of political correctness today. Its most widespread signifier is nothing more than a progressive-liberal cliché. Their interlocutors often talk about inclusion without knowing its true meaning and content. The purpose of this work is to describe some of the main errors in approaching the multiple objects of analysis of the imaginative territory called ‘inclusive education’. The method used is critical documentary review. The work concludes by observing the need to alter the ontological regimes through which certain social groups are strategically co-opted, sealing their future. Added to this, their inability to deal with the plural nature of the world and educational processes. In the same way, it is identified that the problems of intelligibility of otherness, to a certain extent, can be explained through the metaphor of the ‘spirit of abstraction’, understood as a form of cognitively dislocated reason; especially traits that can induce a certain superiority or inferiority. Theory in the specific case of inclusive education is defined as a set of thinking tools; it is always a provisional construct, something that very assertively describes the specificity of a knowledge structure in permanent evolution. Inclusive education is a theory that offers multiple answers about a multitude of specific structures and interactions.
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Aldo Ocampo González, Center for Latin American Studies of Inclusive Education (CELEI), Chile
Chile, 1987. Theorist of inclusive education and educational critic. Founding director of the Center for Latin American Studies of Inclusive Education (CELEI), a recognized institution with associative status to CLACSO. First research center created in ALAC and Chile for the theoretical and methodological study of Inclusive Education. He trained as a Teacher of Basic General Education, Graduate in Education, post-graduate in Psychopedagogy and Inclusion (UCSH, Chile). Master in Education, Curriculum and Evaluation mention, Master in Educational Policy, Master in Applied Linguistics (Univ. of Jaén, Spain), Master in Integration of People with Disabilities (Univ. of Salamanca, Spain) and Doctor in Educational Sciences, approved Outstanding unanimously, mention “Cum Laude” by the University of Granada, Spain. He also has a Postdoctorate in Education, Contemporary Contexts and Popular Demands from the Institute of Education of the Federal Rural University of Rio de Janeiro (UFRRJ), Brazil, Postdoctorate in Decolonization of Language and Linguistics in the Global South: relational ontologies , pluriversality and territories of difference by the University of Antioquía (UdeA), Colombia and Postdoctoral Degree in Visual and Semiotic Construction of Inclusive Education: onto-political and methodological tensions in the Global South, Regional Center for Teacher Training and Educational Research (CRESUR ), Mexico. He directs the Latin American Research Group on Inclusive Education (GILEI). Postgraduate Professor (Postdoctoral, Doctorate and Master's) at various universities in Latin America.