Abstract

OCAMPO GONZALEZ, Aldo. Heuristic tensions of inclusive education. Horizontes Rev. Inv. Cs. Edu. [online]. 2021, vol.5, n.18, pp.471-483.  Epub June 30, 2021. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v5i18.189.

This article presents some of the most significant analytical keys involved in the construction of knowledge of inclusive education. The objective of this work is to analyze the analytical trajectories that allow us to maintain that inclusive education does not exactly belong to the regionalization designated as special education. If this erroneous link has been established, it is exclusively due to the persistent errors of approach by researchers to its object and term. Inclusion is not limited to any specific field, not inclusive education. The nature of field knowledge reveals a set of heuristic articulations that inaugurate a peculiar post-disciplinary convergence. The method used is the critical documentary review. Among its conclusions, it is observed that its defining forces assume a neo-materialist epistemological character, a form of escape from logo-centric systems of knowledge production.

Keywords : epistemology of inclusive education; nomadism; diasporism; transpositions; knowledge project in resistance.

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