Ethical interpellation to inclusive education.

Abstract

In this article we propose to critically analyze inclusive education as an institutional de-vice, constituted at the intersection of legal and administrative discourses in a process that gives it a normative and technical form, damaging the ob-jectives of inclusion. An ethical interpellation – a procedure developed on the frontiers of psychoanalytic discourse and philosophical approach-al-lows us to interrogate the roots of this device, reopening ways of dealing with the impasses of inclusion; ways that were closed by the institutional regime. The transformation of perspective – a subjective engagement in inclusion – and the symbolic hygiene – a process of articulation of knowledge and understanding – appear as two instances of the ways reopened by an ethical interpellation.