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International audience ; ABSTRACT. This article is based on a strong central thesis: the social and political use of public health research leads to the observation that there can be no health education devices conducive to sustainable development without cognitive justice to the extent that epistemology is the primary source of inequality in the areas of education, health, or sustainable development. To clarify this thesis, the article is a first step in a long reflection that attempts to answer the following question: How, how far and how the epistemologies of the South are a reading grid relevance for the construction of an education for sustainable health? To begin this process, an initial response is devoted to a series of questions around the critique of dominant euro-centered epistemologies in the North by questioning the episteme of public health research as soon as it makes a social and political use of information, education in the field of public health and sustainable development. MOTS-CLÉS. Santé publique, doxa, justice cognitive, savoirs scientifiques, savoirs écologiques et savoirs prudents, épistémologie du Sud, épistémicide, extractivisme, buen-vivir. ; Cet article repose sur une thèse centrale forte : l'usage social et politique de la recherche en santé publique mène au constat qu'il ne peut pas exister de dispositifs d'éducation à la santé favorables au développement durable, sans une justice cognitive dans la mesure où, l'épistémologie est la première source des inégalités que ce soit dans les domaines de l'éducation, ou de la santé, ou du développement durable. Pour préciser cette thèse, l'article est une première étape d'une longue réflexion qui tente de répondre à la question suivante : En quoi, jusqu'où et comment les épistémologies du Sud sont-elles une grille de lecture pertinence pour la construction d'une éducation pour la santé durable ? Pour amorcer cette démarche, une première réponse est consacrée à un ensemble de questions autour de la critique des épistémologies dominantes euro-centrées du Nord en interrogeant l'épistémé de la recherche en santé publique dès qu'elle fait un usage social et politique de l'éducation dans le champ de la santé publique et du développement durable. Une conclusion ouvre des portes au Buen Vivir et à sa transférabilité dans les recherches pour une éducation pour la santé durable critique.

International audience ; ABSTRACT. This article is based on a strong central thesis: the social and political use of public health research leads to the observation that there can be no health education devices conducive to sustainable development without cognitive justice to the extent that epistemology is the primary source of inequality in the areas of education, health, or sustainable development. To clarify this thesis, the article is a first step in a long reflection that attempts to answer the following question: How, how far and how the epistemologies of the South are a reading grid relevance for the construction of an education for sustainable health? To begin this process, an initial response is devoted to a series of questions around the critique of dominant euro-centered epistemologies in the North by questioning the episteme of public health research as soon as it makes a social and political use of information, education in the field of public health and sustainable development. MOTS-CLÉS. Santé publique, doxa, justice cognitive, savoirs scientifiques, savoirs écologiques et savoirs prudents, épistémologie du Sud, épistémicide, extractivisme, buen-vivir. ; Cet article repose sur une thèse centrale forte : l'usage social et politique de la recherche en santé publique mène au constat qu'il ne peut pas exister de dispositifs d'éducation à la santé favorables au développement durable, sans une justice cognitive dans la mesure où, l'épistémologie est la première source des inégalités que ce soit dans les domaines de l'éducation, ou de la santé, ou du développement durable. Pour préciser cette thèse, l'article est une première étape d'une longue réflexion qui tente de répondre à la question suivante : En quoi, jusqu'où et comment les épistémologies du Sud sont-elles une grille de lecture pertinence pour la construction d'une éducation pour la santé durable ? Pour amorcer cette démarche, une première réponse est consacrée à un ensemble de questions autour de la critique des épistémologies dominantes euro-centrées du Nord en interrogeant l'épistémé de la recherche en santé publique dès qu'elle fait un usage social et politique de l'éducation dans le champ de la santé publique et du développement durable. Une conclusion ouvre des portes au Buen Vivir et à sa transférabilité dans les recherches pour une éducation pour la santé durable critique.

International audience ; ABSTRACT. This article is based on a strong central thesis: the social and political use of public health research leads to the observation that there can be no health education devices conducive to sustainable development without cognitive justice to the extent that epistemology is the primary source of inequality in the areas of education, health, or sustainable development. To clarify this thesis, the article is a first step in a long reflection that attempts to answer the following question: How, how far and how the epistemologies of the South are a reading grid relevance for the construction of an education for sustainable health? To begin this process, an initial response is devoted to a series of questions around the critique of dominant euro-centered epistemologies in the North by questioning the episteme of public health research as soon as it makes a social and political use of information, education in the field of public health and sustainable development. MOTS-CLÉS. Santé publique, doxa, justice cognitive, savoirs scientifiques, savoirs écologiques et savoirs prudents, épistémologie du Sud, épistémicide, extractivisme, buen-vivir. ; Cet article repose sur une thèse centrale forte : l'usage social et politique de la recherche en santé publique mène au constat qu'il ne peut pas exister de dispositifs d'éducation à la santé favorables au développement durable, sans une justice cognitive dans la mesure où, l'épistémologie est la première source des inégalités que ce soit dans les domaines de l'éducation, ou de la santé, ou du développement durable. Pour préciser cette thèse, l'article est une première étape d'une longue réflexion qui tente de répondre à la question suivante : En quoi, jusqu'où et comment les épistémologies du Sud sont-elles une grille de lecture pertinence pour la construction d'une éducation pour la santé durable ? Pour amorcer cette démarche, une première réponse est consacrée à un ensemble de questions autour de la critique des épistémologies dominantes ...

International audience ; ABSTRACT. This article is based on a strong central thesis: the social and political use of public health research leads to the observation that there can be no health education devices conducive to sustainable development without cognitive justice to the extent that epistemology is the primary source of inequality in the areas of education, health, or sustainable development. To clarify this thesis, the article is a first step in a long reflection that attempts to answer the following question: How, how far and how the epistemologies of the South are a reading grid relevance for the construction of an education for sustainable health? To begin this process, an initial response is devoted to a series of questions around the critique of dominant euro-centered epistemologies in the North by questioning the episteme of public health research as soon as it makes a social and political use of information, education in the field of public health and sustainable development. MOTS-CLÉS. Santé publique, doxa, justice cognitive, savoirs scientifiques, savoirs écologiques et savoirs prudents, épistémologie du Sud, épistémicide, extractivisme, buen-vivir. ; Cet article repose sur une thèse centrale forte : l'usage social et politique de la recherche en santé publique mène au constat qu'il ne peut pas exister de dispositifs d'éducation à la santé favorables au développement durable, sans une justice cognitive dans la mesure où, l'épistémologie est la première source des inégalités que ce soit dans les domaines de l'éducation, ou de la santé, ou du développement durable. Pour préciser cette thèse, l'article est une première étape d'une longue réflexion qui tente de répondre à la question suivante : En quoi, jusqu'où et comment les épistémologies du Sud sont-elles une grille de lecture pertinence pour la construction d'une éducation pour la santé durable ? Pour amorcer cette démarche, une première réponse est consacrée à un ensemble de questions autour de la critique des épistémologies dominantes euro-centrées du Nord en interrogeant l'épistémé de la recherche en santé publique dès qu'elle fait un usage social et politique de l'éducation dans le champ de la santé publique et du développement durable. Une conclusion ouvre des portes au Buen Vivir et à sa transférabilité dans les recherches pour une éducation pour la santé durable critique.

International audience ; ABSTRACT. This article is based on a strong central thesis: the social and political use of public health research leads to the observation that there can be no health education devices conducive to sustainable development without cognitive justice to the extent that epistemology is the primary source of inequality in the areas of education, health, or sustainable development. To clarify this thesis, the article is a first step in a long reflection that attempts to answer the following question: How, how far and how the epistemologies of the South are a reading grid relevance for the construction of an education for sustainable health? To begin this process, an initial response is devoted to a series of questions around the critique of dominant euro-centered epistemologies in the North by questioning the episteme of public health research as soon as it makes a social and political use of information, education in the field of public health and sustainable development. MOTS-CLÉS. Santé publique, doxa, justice cognitive, savoirs scientifiques, savoirs écologiques et savoirs prudents, épistémologie du Sud, épistémicide, extractivisme, buen-vivir. ; Cet article repose sur une thèse centrale forte : l'usage social et politique de la recherche en santé publique mène au constat qu'il ne peut pas exister de dispositifs d'éducation à la santé favorables au développement durable, sans une justice cognitive dans la mesure où, l'épistémologie est la première source des inégalités que ce soit dans les domaines de l'éducation, ou de la santé, ou du développement durable. Pour préciser cette thèse, l'article est une première étape d'une longue réflexion qui tente de répondre à la question suivante : En quoi, jusqu'où et comment les épistémologies du Sud sont-elles une grille de lecture pertinence pour la construction d'une éducation pour la santé durable ? Pour amorcer cette démarche, une première réponse est consacrée à un ensemble de questions autour de la critique des épistémologies dominantes ...

International audience ; In this article, the diagnosis of disability is analyzed as a device in the Foucauldian sense, that is to say "all that has, in one way or another, the ability to capture, direct, determine , To intercept, to model, to control and to ensure the gestures, the conduct, the opinions and the discourses of the living beings "(Agamben, 2014). In other words, I am discussing a certain social and political use of the norm that determines disability through the rationality of biological normativity and social normativity of normative techniques of the disabled body, from the diagnosis of disability to the forms of catch in charge. I thus put forward a hypothesis linked to the establishment of a standardization of discourse and practices of educational management linked not only to diagnosis, but also to the educational devices Western-centered, neoliberal which places the subject of the diagnosis in a The paradoxical injunction: placed in a standard of diagnosed handicap, the diagnosed subject is supposed to "become normal" by the play of injunction to autonomy and responsibility, despite the norm of handicap that excludes the disabled from the normal life In the educational system of normation. It must be noted that the logics at work are not only those of the mathematization of life and the mathematization of the risk to become normal, induced by the neo-liberal models of the commodification of bodies that justify decision-making in matters Protection or exclusion from the normal life of the handicapped populations, which thus determine the practices of intervention on the bodily and psychical weaknesses. ; Dans cet article, le diagnostic de handicap est analysé comme un dispositif au sens foucaldien, c'est-à-dire « tout ce qui a, d'une manière ou une autre, la capacité de capturer, d'orienter, de déterminer, d'intercepter, de modeler, de contrôler et d'assurer les gestes, les conduites, les opinions et les discours des êtres vivants » (Agamben, 2014)1. Autrement dit, je mets en discussion un ...

International audience ; In this article, the diagnosis of disability is analyzed as a device in the Foucauldian sense, that is to say "all that has, in one way or another, the ability to capture, direct, determine , To intercept, to model, to control and to ensure the gestures, the conduct, the opinions and the discourses of the living beings "(Agamben, 2014). In other words, I am discussing a certain social and political use of the norm that determines disability through the rationality of biological normativity and social normativity of normative techniques of the disabled body, from the diagnosis of disability to the forms of catch in charge. I thus put forward a hypothesis linked to the establishment of a standardization of discourse and practices of educational management linked not only to diagnosis, but also to the educational devices Western-centered, neoliberal which places the subject of the diagnosis in a The paradoxical injunction: placed in a standard of diagnosed handicap, the diagnosed subject is supposed to "become normal" by the play of injunction to autonomy and responsibility, despite the norm of handicap that excludes the disabled from the normal life In the educational system of normation. It must be noted that the logics at work are not only those of the mathematization of life and the mathematization of the risk to become normal, induced by the neo-liberal models of the commodification of bodies that justify decision-making in matters Protection or exclusion from the normal life of the handicapped populations, which thus determine the practices of intervention on the bodily and psychical weaknesses. ; Dans cet article, le diagnostic de handicap est analysé comme un dispositif au sens foucaldien, c'est-à-dire « tout ce qui a, d'une manière ou une autre, la capacité de capturer, d'orienter, de déterminer, d'intercepter, de modeler, de contrôler et d'assurer les gestes, les conduites, les opinions et les discours des êtres vivants » (Agamben, 2014)1. Autrement dit, je mets en discussion un ...

International audience ; In this article, the diagnosis of disability is analyzed as a device in the Foucauldian sense, that is to say "all that has, in one way or another, the ability to capture, direct, determine , To intercept, to model, to control and to ensure the gestures, the conduct, the opinions and the discourses of the living beings "(Agamben, 2014). In other words, I am discussing a certain social and political use of the norm that determines disability through the rationality of biological normativity and social normativity of normative techniques of the disabled body, from the diagnosis of disability to the forms of catch in charge. I thus put forward a hypothesis linked to the establishment of a standardization of discourse and practices of educational management linked not only to diagnosis, but also to the educational devices Western-centered, neoliberal which places the subject of the diagnosis in a The paradoxical injunction: placed in a standard of diagnosed handicap, the diagnosed subject is supposed to "become normal" by the play of injunction to autonomy and responsibility, despite the norm of handicap that excludes the disabled from the normal life In the educational system of normation. It must be noted that the logics at work are not only those of the mathematization of life and the mathematization of the risk to become normal, induced by the neo-liberal models of the commodification of bodies that justify decision-making in matters Protection or exclusion from the normal life of the handicapped populations, which thus determine the practices of intervention on the bodily and psychical weaknesses. ; Dans cet article, le diagnostic de handicap est analysé comme un dispositif au sens foucaldien, c'est-à-dire « tout ce qui a, d'une manière ou une autre, la capacité de capturer, d'orienter, de déterminer, d'intercepter, de modeler, de contrôler et d'assurer les gestes, les conduites, les opinions et les discours des êtres vivants » (Agamben, 2014)1. Autrement dit, je mets en discussion un ...

International audience ; In this article, the diagnosis of disability is analyzed as a device in the Foucauldian sense, that is to say "all that has, in one way or another, the ability to capture, direct, determine , To intercept, to model, to control and to ensure the gestures, the conduct, the opinions and the discourses of the living beings "(Agamben, 2014). In other words, I am discussing a certain social and political use of the norm that determines disability through the rationality of biological normativity and social normativity of normative techniques of the disabled body, from the diagnosis of disability to the forms of catch in charge. I thus put forward a hypothesis linked to the establishment of a standardization of discourse and practices of educational management linked not only to diagnosis, but also to the educational devices Western-centered, neoliberal which places the subject of the diagnosis in a The paradoxical injunction: placed in a standard of diagnosed handicap, the diagnosed subject is supposed to "become normal" by the play of injunction to autonomy and responsibility, despite the norm of handicap that excludes the disabled from the normal life In the educational system of normation. It must be noted that the logics at work are not only those of the mathematization of life and the mathematization of the risk to become normal, induced by the neo-liberal models of the commodification of bodies that justify decision-making in matters Protection or exclusion from the normal life of the handicapped populations, which thus determine the practices of intervention on the bodily and psychical weaknesses. ; Dans cet article, le diagnostic de handicap est analysé comme un dispositif au sens foucaldien, c'est-à-dire « tout ce qui a, d'une manière ou une autre, la capacité de capturer, d'orienter, de déterminer, d'intercepter, de modeler, de contrôler et d'assurer les gestes, les conduites, les opinions et les discours des êtres vivants » (Agamben, 2014)1. Autrement dit, je mets en discussion un certain usage social et politique de la norme qui détermine le handicap à travers la rationalité de la normativité biologique et de la normativité sociale des techniques de normation du corps handicapé, du diagnostic de handicap aux formes de prises en charge. J'émets ainsi une hypothèse liée à la mise en place d'une normalisation des discours et des pratiques de prise en charge éducative liée non seulement au diagnostic, mais aussi aux dispositifs éducatifs occidentaux centrés, néolibéraux qui place le sujet du diagnostic dans une injonction paradoxale : placé dans une norme de handicap diagnostiqué, le sujet est censé « devenir normal » par le jeu de l'injonction à l'autonomie et de la responsabilité, malgré la norme de handicap qui exclut l'handicapé de la vie normale dans le dispositif éducatif de normation. Force est alors de constater que les logiques à l'œuvre sont non seulement celles de la mathématisation de la vie et de la mathématisation du risque à devenir normal, induites par les modèles néolibéraux de la marchandisation des corps qui justifient les prises de décisions en matière de protection ou d'exclusion de la vie normale des populations handicapées qui déterminent ainsi les pratiques d'intervention sur les débiles corporels et psychiques.

International audience ; In this article, the diagnosis of disability is analyzed as a device in the Foucauldian sense, that is to say "all that has, in one way or another, the ability to capture, direct, determine , To intercept, to model, to control and to ensure the gestures, the conduct, the opinions and the discourses of the living beings "(Agamben, 2014). In other words, I am discussing a certain social and political use of the norm that determines disability through the rationality of biological normativity and social normativity of normative techniques of the disabled body, from the diagnosis of disability to the forms of catch in charge. I thus put forward a hypothesis linked to the establishment of a standardization of discourse and practices of educational management linked not only to diagnosis, but also to the educational devices Western-centered, neoliberal which places the subject of the diagnosis in a The paradoxical injunction: placed in a standard of diagnosed handicap, the diagnosed subject is supposed to "become normal" by the play of injunction to autonomy and responsibility, despite the norm of handicap that excludes the disabled from the normal life In the educational system of normation. It must be noted that the logics at work are not only those of the mathematization of life and the mathematization of the risk to become normal, induced by the neo-liberal models of the commodification of bodies that justify decision-making in matters Protection or exclusion from the normal life of the handicapped populations, which thus determine the practices of intervention on the bodily and psychical weaknesses. ; Dans cet article, le diagnostic de handicap est analysé comme un dispositif au sens foucaldien, c'est-à-dire « tout ce qui a, d'une manière ou une autre, la capacité de capturer, d'orienter, de déterminer, d'intercepter, de modeler, de contrôler et d'assurer les gestes, les conduites, les opinions et les discours des êtres vivants » (Agamben, 2014)1. Autrement dit, je mets en discussion un ...

International audience ; In this article, the diagnosis of disability is analyzed as a device in the Foucauldian sense, that is to say "all that has, in one way or another, the ability to capture, direct, determine , To intercept, to model, to control and to ensure the gestures, the conduct, the opinions and the discourses of the living beings "(Agamben, 2014). In other words, I am discussing a certain social and political use of the norm that determines disability through the rationality of biological normativity and social normativity of normative techniques of the disabled body, from the diagnosis of disability to the forms of catch in charge. I thus put forward a hypothesis linked to the establishment of a standardization of discourse and practices of educational management linked not only to diagnosis, but also to the educational devices Western-centered, neoliberal which places the subject of the diagnosis in a The paradoxical injunction: placed in a standard of diagnosed handicap, the diagnosed subject is supposed to "become normal" by the play of injunction to autonomy and responsibility, despite the norm of handicap that excludes the disabled from the normal life In the educational system of normation. It must be noted that the logics at work are not only those of the mathematization of life and the mathematization of the risk to become normal, induced by the neo-liberal models of the commodification of bodies that justify decision-making in matters Protection or exclusion from the normal life of the handicapped populations, which thus determine the practices of intervention on the bodily and psychical weaknesses. ; Dans cet article, le diagnostic de handicap est analysé comme un dispositif au sens foucaldien, c'est-à-dire « tout ce qui a, d'une manière ou une autre, la capacité de capturer, d'orienter, de déterminer, d'intercepter, de modeler, de contrôler et d'assurer les gestes, les conduites, les opinions et les discours des êtres vivants » (Agamben, 2014)1. Autrement dit, je mets en discussion un ...

In this article, the diagnosis of disability is analysed as a device in the crowd sense, that is to say, 'everything that has, in one way or another, the ability to capture, guide, determine, intercept, model, monitor and ensure the gestures, conduct, opinions and discourse of living beings' (Agamben, 2014) 1. In other words, I am talking about a certain social and political use of the norm which determines disability through the rationality of biological normativity and social normativity of techniques for standardising the body with disabilities, from diagnosis of disability to forms of care. I therefore put forward a hypothesis linked to the introduction of standardisation of educational discourses and practices linked not only to diagnosis, but also to the central, neoliberal Western educational systems, which place the subject of diagnosis in a paradoxical injunction: placed in a diagnosed disability standard, the subject is supposed to 'become normal' by means of an order for autonomy and responsibility, despite the disability norm which excludes the disabled from normal life in the education system for standardisation. It must then be stated that the logic at work is not only that of the mathematisation of life and the mathematisation of the risk of becoming normal, brought about by the neoliberal models of the merchandising of bodies which justify decisions on the protection or exclusion from the normal life of people with disabilities, which thus determine the practices of intervention on body and psychological debiles. ; International audience In this article, the diagnosis of disability is analyzed as a device in the Foucauldian sense, that is to say "all that has, in one way or another, the ability to capture, direct, determine , To intercept, to model, to control and to ensure the gestures, the conduct, the opinions and the discourses of the living beings "(Agamben, 2014). In other words, I am discussing a certain social and political use of the norm that determines disability through the ...

International audience ; In this article, the diagnosis of disability is analyzed as a device in the Foucauldian sense, that is to say "all that has, in one way or another, the ability to capture, direct, determine , To intercept, to model, to control and to ensure the gestures, the conduct, the opinions and the discourses of the living beings "(Agamben, 2014). In other words, I am discussing a certain social and political use of the norm that determines disability through the rationality of biological normativity and social normativity of normative techniques of the disabled body, from the diagnosis of disability to the forms of catch in charge. I thus put forward a hypothesis linked to the establishment of a standardization of discourse and practices of educational management linked not only to diagnosis, but also to the educational devices Western-centered, neoliberal which places the subject of the diagnosis in a The paradoxical injunction: placed in a standard of diagnosed handicap, the diagnosed subject is supposed to "become normal" by the play of injunction to autonomy and responsibility, despite the norm of handicap that excludes the disabled from the normal life In the educational system of normation. It must be noted that the logics at work are not only those of the mathematization of life and the mathematization of the risk to become normal, induced by the neo-liberal models of the commodification of bodies that justify decision-making in matters Protection or exclusion from the normal life of the handicapped populations, which thus determine the practices of intervention on the bodily and psychical weaknesses. ; Dans cet article, le diagnostic de handicap est analysé comme un dispositif au sens foucaldien, c'est-à-dire « tout ce qui a, d'une manière ou une autre, la capacité de capturer, d'orienter, de déterminer, d'intercepter, de modeler, de contrôler et d'assurer les gestes, les conduites, les opinions et les discours des êtres vivants » (Agamben, 2014)1. Autrement dit, je mets en discussion un ...

International audience ; In this article, the diagnosis of disability is analyzed as a device in the Foucauldian sense, that is to say "all that has, in one way or another, the ability to capture, direct, determine , To intercept, to model, to control and to ensure the gestures, the conduct, the opinions and the discourses of the living beings "(Agamben, 2014). In other words, I am discussing a certain social and political use of the norm that determines disability through the rationality of biological normativity and social normativity of normative techniques of the disabled body, from the diagnosis of disability to the forms of catch in charge. I thus put forward a hypothesis linked to the establishment of a standardization of discourse and practices of educational management linked not only to diagnosis, but also to the educational devices Western-centered, neoliberal which places the subject of the diagnosis in a The paradoxical injunction: placed in a standard of diagnosed handicap, the diagnosed subject is supposed to "become normal" by the play of injunction to autonomy and responsibility, despite the norm of handicap that excludes the disabled from the normal life In the educational system of normation. It must be noted that the logics at work are not only those of the mathematization of life and the mathematization of the risk to become normal, induced by the neo-liberal models of the commodification of bodies that justify decision-making in matters Protection or exclusion from the normal life of the handicapped populations, which thus determine the practices of intervention on the bodily and psychical weaknesses. ; Dans cet article, le diagnostic de handicap est analysé comme un dispositif au sens foucaldien, c'est-à-dire « tout ce qui a, d'une manière ou une autre, la capacité de capturer, d'orienter, de déterminer, d'intercepter, de modeler, de contrôler et d'assurer les gestes, les conduites, les opinions et les discours des êtres vivants » (Agamben, 2014)1. Autrement dit, je mets en discussion un ...

International audience ; In this article, the diagnosis of disability is analyzed as a device in the Foucauldian sense, that is to say "all that has, in one way or another, the ability to capture, direct, determine , To intercept, to model, to control and to ensure the gestures, the conduct, the opinions and the discourses of the living beings "(Agamben, 2014). In other words, I am discussing a certain social and political use of the norm that determines disability through the rationality of biological normativity and social normativity of normative techniques of the disabled body, from the diagnosis of disability to the forms of catch in charge. I thus put forward a hypothesis linked to the establishment of a standardization of discourse and practices of educational management linked not only to diagnosis, but also to the educational devices Western-centered, neoliberal which places the subject of the diagnosis in a The paradoxical injunction: placed in a standard of diagnosed handicap, the diagnosed subject is supposed to "become normal" by the play of injunction to autonomy and responsibility, despite the norm of handicap that excludes the disabled from the normal life In the educational system of normation. It must be noted that the logics at work are not only those of the mathematization of life and the mathematization of the risk to become normal, induced by the neo-liberal models of the commodification of bodies that justify decision-making in matters Protection or exclusion from the normal life of the handicapped populations, which thus determine the practices of intervention on the bodily and psychical weaknesses. ; Dans cet article, le diagnostic de handicap est analysé comme un dispositif au sens foucaldien, c'est-à-dire « tout ce qui a, d'une manière ou une autre, la capacité de capturer, d'orienter, de déterminer, d'intercepter, de modeler, de contrôler et d'assurer les gestes, les conduites, les opinions et les discours des êtres vivants » (Agamben, 2014)1. Autrement dit, je mets en discussion un ...