Inclusión e ideologíaLos presupuestos de la investigación educativa a examen

Abstract

To what extent does educational research reproduce socialized referents regarding educational inclusion? Through the contributions of social ontology, we present a methodical questioning which distinguishes between the principles, discourse and emotional and political experiences of social inclusion-exclusion. Our analysis proposal appeals to educational research’s ethical responsibility to evaluate their theoretical presuppositions and the need to consider their ideological components as inherent to the scientific-social recognition of human diversity. In order to illustrate our proposal, we selected and analyzed four frameworks: the pedagogy of the oppressed, the social model of disability, the sociology of acceptance and the ethics of care. We conclude by highlighting the risks and challenges in developing a rationality that can tolerate the controversial nature of inclusion-exclusion processes, in strengthening the foundation of educational research and in rehabilitating its importance in our current pluralistic and complex societies.