Ethical Interpellation to Inclusive Education

Abstract

In this article we propose to critically analyze inclusive education as an institutional device, constituted at the intersection of legal and administrative discourses in a process that gives it a normative and technical form, damaging the objectives of inclusion. An ethical interpellation - a procedure developed on the frontiers of psychoanalytic discourse and philosophical approach - allows us to interrogate the roots of this device, reopening ways of dealing with the impasses of inclusion; ways that were closed by the institutional regime. The transformation of perspective - a subjective engagement in inclusion - and the symbolic hygiene - a process of articulation of knowledge and understanding - appear as two instances of the ways reopened by an ethical interpellation.