<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382024000101100</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702024v30e0106</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Hacia una Cartografía de la Inclusión. Debates, Descontentos, y Perspectivas Desde el Sur Global]]></article-title>
<article-title xml:lang="en"><![CDATA[Towards a Cartography of Inclusion: Debates, Discontents, and Perspectives from the Global South]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SCHWAMBERGER]]></surname>
<given-names><![CDATA[Cintia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GRINBERG]]></surname>
<given-names><![CDATA[Silvia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de San Martín  ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UNSAM Escuela de Humanidades ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de la Patagonia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382024000101100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382024000101100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382024000101100&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Desde finales del siglo XX los debates sobre la inclusión social y educativa han crecido al calor de la puesta en acto de políticas y prácticas tejidas entre procesos excluyentes. En este trabajo y en diálogo con la Red Charting Inclusive Education Geographies, presentamos elementos para una cartografía de la inclusión en escuelas públicas de gestión estatal de la Región Metropolitana de Buenos Aires, Argentina. La perspectiva cartográfica asumida desde una mirada interseccional permite una aproximación a las dinámicas de inclusión que no se presentan como homogéneas sino, más bien, multilineales y yuxtapuestas. A modo de hipótesis sostenemos que las dinámicas de inclusión involucran fuerzas centrífugas asociadas con la sedimentación de la exclusión y centrípetas que pujan por el acceso al saber y la escuela. Nos referimos a fuerzas que permiten comprender los efectos rebote que atraviesa la inclusión e involucran grandes líneas molares del poder y sus micro detalles.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Since the end of the 20th century, debates on social and educational inclusion have grown in the heat of the implementation of policies and practices interwoven with processes of exclusion. In this work, and in dialogue with the Charting Inclusive Education Geographies Network, we present elements for a cartography of inclusion in public schools in the Metropolitan Region of Buenos Aires, Argentina. The cartographic perspective, adopted from an intersectional point of view, allows an approach to the dynamics of inclusion that are not presented as homogeneous, but rather multilinear and juxtaposed. We hypothesize that the dynamics of inclusion involve centrifugal forces associated with the sedimentation of exclusion and centripetal forces that push for access to knowledge and schooling. We are referring to forces that allow us to understand the rebound effect that inclusion undergoes, involving large molar lines of power and its micro details.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Cartografía]]></kwd>
<kwd lng="es"><![CDATA[Inclusión social]]></kwd>
<kwd lng="es"><![CDATA[Discapacidad]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="es"><![CDATA[Pobreza urbana]]></kwd>
<kwd lng="en"><![CDATA[Cartographies]]></kwd>
<kwd lng="en"><![CDATA[Social inclusion]]></kwd>
<kwd lng="en"><![CDATA[Disability]]></kwd>
<kwd lng="en"><![CDATA[Schools]]></kwd>
<kwd lng="en"><![CDATA[Urban slums]]></kwd>
</kwd-group>
</article-meta>
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