Abstract
The purpose of this work is to analyzethe right to reading and to education asa cultural and political practice, from differentperspectives of universalism historically validatedby the cultural imperialism that makesbook policies and educational policies a homogenizingexpression. In such a way it is possibleto affirm that social and cultural rights arearticulated from a monological and monolithicperspective. In the course of this essay, borderthinking is approached as resistance to thesemonotopic practices that sustain the activityof reading and cultural citizenship, eradicatingrelations of superiority vis-à-vis other expressionsand modalities of intervention. Readingcreates a common critical language that allowsfor subverting the various devices of oppressionand domination. Thus, the frontier emergesas a space of production and re-articulationof knowledge. Reading in the context of InclusiveEducation becomes a performative actand constitutes a significant space for change,invention, leisure and the creation of otherworlds and modes of education. It is first andforemost an event -place of imagination ofpossible futures-, it is a response of creationto the possible.
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