Becoming subject in the inclusive pedagogical practices configuration

Abstract

In this article a documental review is unfolded which has as a main aim to analyze the paradigm of inclusive education acknowledging the educational act as a fundamental human right. In the conventional education transit to one of inclusive type, various factors occur and circumstances that invite not to ignore the constitution of subject and his inscription into culture. Restoring
the function of school implies banishing homogeneous, discrimination and violence practices,
tending to collapse the word and social justice. The epistemological tour of this document is built from an interdisciplinary meeting with disciplines such Philosophy, Psychology and Sociology
whose insignia is to reassess the apprentice subject. The movement of transformation towards
inclusive practices it is a challenge for teacher training spaces and policy educational deployment
with substantive equality. In that sense, the establishment of libertarian projects moves away from
the forms of institutional totalization that meanwhile systems of control and social classification tend to ratify desubjetivation processes. The apprehension of knowledge and truth production cannot be legitimized as an entelechy, it is inescapable to rebuild education history from unstated angles and from officially obstructed knowledge. The symbolic framework that constitutes the educational link prioritizes an ethic of listening and respect for differences.