Keys in building knowledge of inclusive education

Abstract

the theory of inclusive education by making explicit an open nature requires thinking about what it does in the world and how it solves certain problems, trying to visualize on what other things its work articulates. Inclusive education, not belonging exactly to the regionalization signified as special education, reaffirms that its defining contours have been established through a set of misunderstandings of approximation to the term itself. The objective of this work is to analyze some of its heuristic premises to understand its mechanisms of knowledge production. The method used is the critical documentary review. Among its main conclusions, the work identifies that the knowledge structure of what we call inclusive education is made up of a diversity of voices that contribute to the understanding of various topics and links with the various structures of the world and their systems, demanding the adoption of new methods for problems that cannot be understood under the conservative purism of methodological work. The territories of the inclusive construct a neo-materialist epistemology.