EPISTEMOLOGY OF INCLUSIVE EDUCATION AND ITS PRODUCTION CONDITIONS

Abstract

Inclusive education consolidates an analytical framework to challenge and interrupt the modes of knowledge production inherited by logos, shares with feminism the need to create concepts that contribute to critically reading the present, builds a neomaterialist approach, a predicament that includes multiple Layers, attempts to overcome the collapse of disciplinary boundaries by inaugurating a post-disciplinary heuristic operation. The objective of this work is to explore some of the crucial dimensions linked to the production of knowledge of inclusive education by tracing a corpus of fields and discourses inter-, trans-, pluri-, multi-, anti-, para-, extra-disciplinary etc., by establishing a set of cross-referencing and by continual redoubling to make way for something entirely new. The method used was the critical documentary review. It is concluded that the creation of a new object suggests cautiously reexamining each one of its constructive resources, resorting to the techniques of topological examination, epistemic translation and rearticulation, making dialogue and putting in relation each one of these elements. The diaspora as a heuristic space alludes to travel and dislocations, in it, each of its micro-diasporas meet, dialogue, negotiate, translate and transform, inaugurating a new figural that is re-inscribed in this process.