En memoria. Mario Berríos Caro (1943-1995): Homenaje de un amigo

Abstract

Without a doubt, the main constitutional failure of inclusive education lies in the impossibility of understanding its theoretical reason, which is hijacked by special education, giving way to a pharisaical reason that produces multiple forms of deception in the understanding of its diversity of problematic knots. What we know most under the label of ‘inclusive education’ is nothing other than the simple repetition of the epistemic, methodological, didactic and ethical figuration of special education. The objective of this work is to document some key ideas that collaborate in the assembly of the cognitive architecture of inclusive education. The method used has been that of critical documentary review. The discursive mainstream of inclusive education ratifies an ontological oversaturation whose modes of visuality are regulated by a culturally overdetermined eye from which various kinds of mediations of power emerge that regulate the legibility criteria of each cultural group. Coercive mimicry informs us about how the discussive, ideological and political forces of determination affect us to keep us in our place, one of persistent oppressions, subjections and dominations; in other words, brakes on self-development. The intellectual project that enshrines inclusive education and its particular ethical-political commitment, account for a device of transgression, which can be read in alterdisciplinary terms.