Inclusión e ideología Los presupuestos de la investigación educativa a examen

Abstract

To what extent does educational research reproduce socialized referents regarding educational inclusion? Through the contributions of social ontology, we present a methodical questioning which distinguishes between the principles, discourse and emotional and political experiences of social inclusionexclusion. Our analysis proposal appeals to educational research’s ethical responsibility to evaluate their theoretical presuppositions and the need to consider their ideological components as inherent to the scientific-social recognition of human diversity. In order to illustrate our proposal, we selected and analyzed four frameworks: the pedagogy of the oppressed, the social model of disability, the sociology of acceptance and the ethics of care. We conclude by highlighting the risks and challenges in developing a rationality that can tolerate the controversial nature of inclusion-exclusion processes, in strengthening the foundation of educational research and in rehabilitating its importance in our current pluralistic and complex societies