Keys to an epistemology on inclusive education

Abstract

The inclusive education research field is complex in itself. In it, a multiplicity of dynamic problems converge that challenge the conventional ways of understanding educational phenomena, as well as the ways instituted and legitimized by their research practices. The objective of this work is to explore some key ideas to understand the conditions for the production of knowledge in inclusive education. The method used is the critical documentary review. The work concludes by identifying that the inclusive in the contemporary world overf lows the canonical signifiers on which the oedipal function of the quali-fier is erected to the subordinating, dominating and normative force of the special. Its defining forces assume a neo-materialist character; that is, a form of escape from the logo-centric systems of knowledge production. Education needs a different epistemological pattern to intervene in the world. We are faced with a problem of imaginative understanding and epistemological performance. Education is key to prolonging the consciousness of the world.