Resumo

GONZALEZ, Aldo Ocampo. The epistemological concepts of Inclusive Education: property of the multiplicity. Rev. Elet. Educ. [online]. 2019, vol.13, n.2, pp.490-519.  Epub 01-Jan-2020. ISSN 1982-7199.  https://doi.org/10.14244/198271993358.

The study of concepts constitutes one of the most significant and relevant tasks of the epistemological task. The present work aims to establish a set of explorations and analytical-methodological distinctions around the study of epistemological concepts that participate in the configuration of the production field of Inclusive Education. As a foundational premise, it is possible to affirm that its main conceptual instruments are housed in the critical center of multiplicity. Reason why the language of inclusion is the language of multiplicity. Concepts in this context become intersubjective tools, have the ability to connect various fields of knowledge, subjects, methods and objects of different nature that converge and participate in the production of the specificity of their domain. In effect, they are conceived as intermediation tools. The concepts create readability conditions, determine modes of application to a specific object. It is observed the configuration of a conceptual universe that operates through the rearticulation of its concepts, coming from diverse genealogical entanglements of dispersion, itineraries and ramifications. The epistemological concepts of Inclusive Education operate through conditions of flexibility, are mobilized by various disciplines, transforming and dislocating in their passage through each of them, alter and restructure their meanings. It constitutes a complex analytical terrain, in permanent movement. Advancing in the unveiling of its conceptual universe requires the creation of concepts that allow us to critically read the present. Their concepts are powerful political forms of world transformation.

Palavras-chave : Epistemological concepts; Conceptual universe; Epistemology; Production order and Inclusive Education.

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