Inclusive education and human rights education dialogues

Abstract

This article problematizes the category of inclusion from the theoretical debate and the pragmatics of educational politics, about the ontological tension and binary exclusion/inclusion, anchored in the project of western modernity. An opening towards the complexity of the senses in dispute around Education in the key of Human Rights is proposed. Considering the contributions of the Epistemologies of the South and especially, of the Latin American intellectuals Carlos Skliar and Ana María Rodino. The controversy with assimilationism characteristic of a colonized equality and its consequent order of State-market regulation, question other possible sites with an ethical, aesthetic and political horizon in the construction of the pluriverse off differences, as a possibility of emancipatory coexistence of the communities, summoning off-centered around recognition, co-responsibility, hospitality, otherness and reciprocity. Search of vital importance for the mediation and agency of an Education in the key of Human Rights, that radiates its transformative influence beyond even educational politics, considering contemporary Latin American constituent process, from an interdependent approach between the rights of humanity and nature, to promote a reparative and supportive coexistence in the care of life and its dignity.

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