A significant problem in understanding inclusive education: the ontological problem of social groups

Abstract

inclusive education consolidates an analysis framework to challenge and break the canonical modes of knowledge production inherited by logos. It shares with feminism the need to create concepts that contribute to a critical reading of the present, a task that is by no means alien to politics. It is this, what defines it as a complex structure of awareness, resistance and transformation of the world, it is something that perforates social change. This is what also defines it as a political project and a project of knowledge in resistance, not as a practice of assimilation and compensation. When understood under this rationality, it unfolds the tentacle of a neocolonizing project. It is not a political prescription as most nation-states conceive it. The work also analyzes the ontological problem of social groups, that is, a corpus of arguments enthroned by classical humanism in which difference adds a negative attribute linked to the identity of each being and adherence to the collectivity. The ontological policy of inclusive education consists of producing a system of reappropriation of singularizing forces and their future, without paying attention to their sign complexity. What is proper to the human being is molecular becoming. The struggle for liberation from the desire of various groups is something that affects, alters and intervenes in all layers of society. For this reason, inclusion can never be conceived as a simple rhetorical euphemism and a practice of assimilation. Its field of thematization is not reduced to this. The struggle for inclusion extends to the entire society.