<?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>S1413-65382025000101800</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702025v31e0324</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[INCLUSÃO E FILOSOFIAS DA DIFERENÇA: OUTRO PARADIGMA PARA A EDUCAÇÃO?1]]></article-title>
<article-title xml:lang="en"><![CDATA[INCLUSION AND PHILOSOPHIES OF DIFFERENCE: ANOTHER PARADIGM FOR EDUCATION?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PAGNI]]></surname>
<given-names><![CDATA[Pedro Angelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista &#8220;Júlio de Mesquita Filho&#8221;  ]]></institution>
<addr-line><![CDATA[Marília São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>31</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382025000101800&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382025000101800&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382025000101800&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este ensaio teórico aborda a inclusão, do ponto de vista das filosofias da diferença, e indaga se sua presença no debate atual sobre o assunto caracterizaria a emergência de outro paradigma para a educação. Ao circunscrever as discussões a esse propósito geral, situa as filosofias da diferença no debate epistêmico sobre a inclusão e, especificamente, analisa os deslocamentos que produzem e o papel específico que desempenham nesse contexto. Na análise elaborada a partir do método genealógico, é focalizado um dos problemas de que se ocupa essa perspectiva filosófica, ao se assinalarem os limites atuais dos saberes especializados e poderes, para então propor um ensaio reflexivo sobre a presença dos corpos deficientes e, principalmente, a inquietude que provocam quando, aliados a outros corpos dissidentes, se insurgem contra a sequestração operada por certas instituições, como a escola. Conclui-se que a potencialidade da presença desses corpos e os encontros com as diferenças propiciados pela escola, na atualidade, graças à educação inclusiva - e apesar dela - convidam essa instituição e os cursos de formação (inicial e/ou continuada) de professores a se reverem profundamente, em face da problematização apresentada pelas filosofias da diferença.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This theoretical essay examines inclusion through the point of view of the philosophies of difference and asks whether their presence in current debates might signal the emergence of another paradigm for education. Within this broader purpose, it situates the philosophies of difference in the epistemic debate on inclusion and, specifically, analyzes the shifts they generate and the particular role they play in this context. Drawing on the genealogical method, the analysis focuses on one of the problems this philosophical perspective addresses, by pointing to the current limits of specialized knowledge and forms of power, and then proposing a reflective inquiry into the presence of bodies with disabilities and, above all, the unease they provoke when, allied with other dissident bodies, they resist the forms of capture imposed by institutions such as the school. The essay argues that the potential of these presences, and the encounters with differences made possible within schools today thanks to inclusive education - and despite it - invite schools and teacher education programs (initial and/or continuing) to undertake a profound re-examination in light of the challenges posed by the philosophies of difference.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Filosofias da diferença]]></kwd>
<kwd lng="pt"><![CDATA[Paradigma]]></kwd>
<kwd lng="pt"><![CDATA[Corpos dissidentes]]></kwd>
<kwd lng="pt"><![CDATA[Educação inclusiva.]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Philosophies of difference]]></kwd>
<kwd lng="en"><![CDATA[Paradigm]]></kwd>
<kwd lng="en"><![CDATA[Dissident bodies]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education.]]></kwd>
</kwd-group>
</article-meta>
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