Visual and semiotic construction of inclusive education

Abstract

This article questions the semiotic nature of inclusive education and its ontological, visual and epistemic regulation problems. This problem begins to become evident when a good part of the heuristic consciousness of special education is taken literally as the natural language of a blank intellectual space but highly generative in the transformation of pedagogical knowledge. Such transference became the crystallization of a universal semiotic model that reaches its effectiveness through the castration of the semiological identity of the inclusive, which strengthens a system of edipization of its signs and, with it, places of manifesting a system of deviation on its implicit ontological properties. As a result of this operation, its different types of enunciation agenciamientos are the object of confusion and tervigersation, especially on its authentic semiological units. We are in the presence of a strategically intentional operation that contributes to castrate the question of the signs of inclusiveness and, consequently, to install a system of edipization on its object. The method employed is that of critical documentary review. The paper concludes that, by imposing the face of special education as part of the heart of inclusive education, the intention of connecting its two types of representations is omitted, which can also be interpreted as particular formations of power, through which a particular mode of operation is designated and consolidated through a system of generalized decoding of its semiotic signs and flows.