The configuration of the “other” in the context of inclusion

Abstract

This article aims to problematize the place that the “other” occupies in school spaces, considered as inclusive. The objective is to understand the cultural and social conditions that outlined the standardization and, consequently, the exclusion of all forms of difference. This is an exploratory descriptive study with an analysis based on a qualitative approach. Data were collected from interviews with a semi-structured script applied to seven subjects, six from basic education and one from higher education. The field was the Specialized Educational Assistance (SEA) of a Basic Education school and the Nucleus of Inclusive Special Education in higher education. The results indicate that the “other” is seen as an “evil alterity” created from the standardization between normal and abnormal in opposition to human diversity as an expression of concrete alterity