El estudio de las imágenes de la educación inclusiva

Abstract

This work analyzes some key tensions in the study of images of inclusive education. Its aesthetic dimension finds a high analytical fertility through the phrase ‘aesthetics of dissent’. This label plays a central role in Rancière's thinking, whose meanings about aesthetics are played in devices for reorganizing sensible experience, exploring the naturalness of gestures, glances and whispers of words and image records with those we come into contact with to interact with a certain phenomenon. The power of the imagination of inclusive education is highly configurative, therefore, it supports the diversification of topics that inform part of his sensitive thinking. Another of the potentialities of his imagination underlies his ability to create different classes of images. What's more, inclusive education is an image made up of many other images. It is through imagination that, in this way, specifically relates to the world and educational processes. The work presents a critical documentary review methodology. Among its main conclusions, it highlights the need to take on the aesthetic study of inclusive education, to launch a process of reconsideration and/or translation of the ‘political’ attribute into the deepest depths of our imaginative and perceptual apparatus. Furthermore, inclusive education constructs an intellectual code that tends to destabilize its order of dominance and the apparatus of fiction that has subdued the authentic understanding of its signs. It's about learning to reveal the specific thinking regime that it constructs, the object of being able to enter it, to separate other ways of seeing and ways of thinking about something