The emergence of a new epistemological terrain: debates and contingencies in the construction of knowledge of Inclusive Education ; La emergencia de un nuevo terreno epistemológico: debates y contingencias en la construcción del conocimiento de la Educación Inclusiva ; L'émergence d'un nouveau terrain épistémologique: débats et contingences dans la construction de la connaissance de l'éducation inclusive

Abstract

International audience ; This chapter aims to explore the epistemological production conditions of inclusive education, in order to identify the strategies that contribute to assemble a new intellectual, political, ethical, educational and cultural terrain in this area. Epistemologically, inclusive education expresses a post-disciplinary nature, its intellectual articulation is not fixed in any disciplinary and interdisciplinary framework, it articulates its intellectual activity through an order of production based on diasporism and dispersion, product of it, ratifies a construction based on the encounter, on the movement and on the confluence of a multiplicity of objects, theories, disciplines, discourse, territories, interdisciplines, influences, methods, objectives, ethical commitments and political projects. It thus configures a field characterized by heterotopicality. The construction of knowledge of inclusive education does not subscribe to any particular theoretical and methodological practice, rather, it faces the challenge of creating its object and method - two of its most critical and thorny points -, positioning its intellectual activity, in the interstices. of their confluent disciplines. By constituting an epistemology of movement and travel, it forges a knowledge of the present. The work analyzes key aspects, such as: inclusion as a structural phenomenon, the central axes of the epistemological compression of inclusive education, the cultural framework of the concept of inclusion, theoretical affiliations, the question about the object and the method-of character post-disciplinar-, the elements that support the deconstruction of their intellectual precariousness, the elements that allow describing inclusion as a device, network and metaphor. The work ends by analyzing the production of concepts. It concludes by identifying the need to crystallize a heterotopic grammar, based on the production of conceptual tools capable of addressing the complexity of the present time. Inclusive education is ...