Educação inclusiva como estratégia analítica

Abstract

The present work exposes a critical proposal to transform the existing knowledge structure of inclusive education, at the same time; it transforms the reality and the consciences of its actors - the principle of audibility. Advances in the construction and / or different production of educational knowledge, reconfiguring their educational languages, structures and engineering. It is proposed to unravel a variety of knowledge structures that contribute to the imperceptible reproduction of a wide variety of expressions of power, as well as, complicit knowledge projects with inequality, oppression and domination. Inclusion as a method presents a unique analytical approach, it distances itself from a set of approaches that conceive the section of the phrase referring to the ‘method’ as a particular technique or methodology. Rather, it presents the fabrication of an epistemological strategy to address a wide variety of complex educational problems. In a second moment, it analyzes the possibilities of inclusion as a post-disciplinary theory, not fixed in any discipline. The nature of their gender is explored by demonstrating that their work object of inclusive education imposes ‘another place’, that is, by constituting a post-disciplinary phenomenon, it forms a singular gender in its constitution. It is converged by analyzing the heuristic potential of the city or that which inhabits between the two configuring terms of the phrase. The ‘y-cidad’ is key to understanding the diaspora space, overflows with conventional programmatic, explicitly re-cognitive system, operates as a space of interstitiality.