Pedagogy of Inclusiveness and the Restorative Justice: escapes with Kafka

Abstract

This paper problematizes the pedagogical proposal of
inclusiveness as a majority discourse, which is here analyzed specifically in
its filiation with the juridical branch in scholarly practices. We genealogically
excavate the Restorative Justice discourse to understand how it has
been operated at school to govern risks. Hence, we search for the effects of
subjectivation in these scholarly practices of security. We try to locate the
scholarly ripple, which produces a specific mode of existence, the offender,
who now is captured in disciplinary and control practices. In this way, we
present this analysis inspired by the thought of difference and by the galleries
of Kafka’s burrow, trying other modes of existence to the scholarly space
from an art of silence as Kafkian ethics.