La inclusión de personas con discapacidad: la ecología de los saberes en la universidad

Abstract

The article focuses in an investigation about the inclusive practices developed at the Methodist University of São Paulo from 2005 to 2010, guided by the question: By the presence of people with a disability at the higher education, what emerges and what has been emptied? The corpus of this research demanded a methodology that considered the inseparable relationship between the subjects, the observer, the observed object and the observation process itself. For this, we chose the method of commented chronicles to present the results of the investigation in four arguments: (I). Deviant corporealities confront the model of the universal subject and require overcoming the monoculture of being and knowing. (II) The visibility of the different forms of the perception of the world encourages the extension of educational spaces in the University. (III) The social model of disability points towards the necessary revision of meritocratic criteria and the neutralization of dichotomous boundaries that produced the invisibility of people with a disability. (IV) Inclusion creates an epistemological void that allows the ecologies of knowledge, temporality and recognition in the educational field.