Discourses of inclusion, difference and normalization: The concept of inclusion in the construction of people with disabilities

Abstract

This paper is part of the debate on educational inclusion in Ecuador. Under the theoretical and methodological perspective of critical pedagogy, a critical analysis of the discourse is made, which shows how the imaginary of people with disabilities develops new forms and technologies of exclusion from the definition of the concept of educational inclusion present in the ministerial agreement No. 0295-13. Finally, it is concluded that the concept of educational inclusion shows contradictions that result in the development of new forms of classification based on the imposition of a dominant culture seen from the perspective of non-disability.