The cognitive architecture of inclusive education

Abstract

This work is based on the statement that maintains that any analysis that involves the use of the substantive 'inclusion' must guarantee a framework of interpretation to understand how certain individuals and groups are subordinated within different specific systems of power. Inclusive education as a knowledge project in resistance recovers some of the most far-reaching premises of various intellectual projects that emerge through the Western theoretical-critical tradition. Its focus positions the gaze around the type of arguments and premises that assemble its construction, cautioning that certain ideas and conceptual bodies that appeal to social justice avoid incurring in the proliferation of new forms of inequality. The purpose of this work is to explore some of the defining elements that participate in the construction of the cognitive architecture of inclusive education. Inclusive education is born from a field of multiple theoretical and epistemological roots in resistance. Although they are heirs of certain points of analysis typical of Western critical and social theory, their aims and purposes differ in terms of their languages, objects theorists and propositions. It is the type of gestures, especially minor ones, that begin to deterritorialize their axes of work. The method used is critical documentary review. Among its main conclusions: a) Both radical contextualism and external relations become essential constructs to understand the construction of knowledge of inclusive education and b) the theory of inclusive education consolidates an open knowledge structure, a horizon in permanent reconstruction, allowing its subjects to locate and reposition themselves in a completely different way. Inclusive education is an open horizon. His paradigmatic thinking is his opening point in the construction of his theory and epistemology.