<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992019000200490</article-id>
<article-id pub-id-type="doi">10.14244/198271993358</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Los conceptos epistemológicos de la Educación Inclusiva: propiedad de la multiplicidad]]></article-title>
<article-title xml:lang="en"><![CDATA[The epistemological concepts of Inclusive Education: property of the multiplicity]]></article-title>
<article-title xml:lang="pt"><![CDATA[Os conceitos epistemológicos da Educação Inclusiva: propriedade da multiplicidade]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[Aldo Ocampo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro de Estudios Latinoamericanos de Educación Inclusiva (CELEI)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2019</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<fpage>490</fpage>
<lpage>519</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992019000200490&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992019000200490&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992019000200490&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio de los conceptos constituye una de las tareas más significativas y relevantes del quehacer epistemológico. El presente trabajo se propone establecer un conjunto de exploraciones y distinciones analítico-metodológicas en torno al estudio de los conceptos epistemológicos que participan de la configuración del campo de producción de la Educación Inclusiva. Como premisa fundacional, es posible afirmar que, sus principales instrumentos conceptuales se albergan en el centro crítico de la multiplicidad. Razón por la cual, el lenguaje de la inclusión es el lenguaje de la multiplicidad. Los conceptos en este contexto, se convierten en herramientas intersubjetivas, poseen la capacidad de conectar diversos campos de conocimiento, disciplinas, métodos y objetos de diversa naturaleza que confluyen y participan en la producción de la especificidad de su dominio. En efecto, son concebidos como herramientas de intermediación. Los conceptos crean condiciones de legibilidad, determinan modos de aplicación a un determinado objeto. Se observa la configuración de un universo conceptual que opera a través de la rearticulación de sus conceptos, procedentes de diversos enredos genealógicos de dispersión, itinerarios estriados y ramificaciones. Los conceptos epistemológicos de la Educación Inclusiva operan a través de condiciones de flexibilidad, se movilizan por diversas disciplinas, transformándose y dislocándose en su paso por cada una de ellas, alteran y reestructuran sus significados. Constituye un terreno analítico complejo y en permanente movimiento. Avanzar en el develamiento de su universo conceptual requiere de la creación de conceptos que nos permitan lecturar críticamente el presente. Sus conceptos son formas políticas poderosas de transformación del mundo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estudo de conceitos constitui uma das tarefas mais significativas e relevantes da tarefa epistemológica. O presente trabalho visa estabelecer um conjunto de explorações e distinções analítico-metodológicas em torno do estudo de conceitos epistemológicos que participam da configuração do campo de produção da Educação Inclusiva. Como premissa fundamental, é possível afirmar que seus principais instrumentos conceituais estão abrigados no centro crítico da multiplicidade. Pelo que, a linguagem da inclusão é a linguagem da multiplicidade. Conceitos, neste contexto, tornam-se ferramentas intersubjetivas, têm a capacidade de conectar vários campos de conhecimento, disciplinas, métodos e objetos de diferentes naturezas que convergem e participam da produção da especificidade de seu domínio. Com efeito, eles são concebidos como ferramentas de intermediação. Os conceitos criam condições de legibilidade, determinam modos de aplicação para um objeto específico. Observa-se a configuração de um universo conceitual que opera através da rearticulação de seus conceitos, advindos de diversos emaranhados genealógicos de dispersão, itinerários e ramificações. Os conceitos epistemológicos da Educação Inclusiva operam através de condições de flexibilidade, são mobilizados por várias disciplinas, transformando e deslocando em sua passagem por cada um deles, alteram e reestruturam seus significados. Constitui um terreno analítico complexo e em permanente movimento. Avançar no desvelamento de seu universo conceitual requer a criação de conceitos que nos permitam ler criticamente o presente. Seus conceitos são formas políticas poderosas de transformação do mundo.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Conceptos epistemológicos]]></kwd>
<kwd lng="es"><![CDATA[Universo conceptual]]></kwd>
<kwd lng="es"><![CDATA[Epistemología]]></kwd>
<kwd lng="es"><![CDATA[Orden de producción y Educación Inclusiva]]></kwd>
<kwd lng="en"><![CDATA[Epistemological concepts]]></kwd>
<kwd lng="en"><![CDATA[Conceptual universe]]></kwd>
<kwd lng="en"><![CDATA[Epistemology]]></kwd>
<kwd lng="en"><![CDATA[Production order and Inclusive Education]]></kwd>
<kwd lng="pt"><![CDATA[Conceitos epistemológicos]]></kwd>
<kwd lng="pt"><![CDATA[Universo conceitual]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologia]]></kwd>
<kwd lng="pt"><![CDATA[Ordem de produção e Educação Inclusiva]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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