Educación inclusiva: interpelaciones al paradigma occidental, nuevas configuraciones onto-epistémicas

Abstract

Inclusive education and decolonization as intellectual projects and critical praxis of transformation of world-systems, have the mission to dissociate themselves from the onto-epistemic assumptions common to all disciplines and areas of knowledge of the Western world regulated by the totalizing logos of modernity. The epistemology of inclusive education in this sense, becomes a cognitive praxis that challenges logos and the dynamics of knowledge production on which the work of multiple heuristic territories is built. The objective of this work is to analyze the devices of destabilization of the logos entails the complex task of creating concepts to critically read the present. The method used is the critical documentary review in the key of decolonial and alterphilosophy. The work concludes, stating that inclusive education as we know it is trapped in Western eason, the logos, responsible for the intellectual systems of modernity.