Work

Desde la inclusión como política de acceso hacia una perspectiva curricular subjetiva: umbral para una ética de la Interpelación

Year: 2026

Type: article

Abstract: This essay proposes a critical rereading of educational inclusion in Initial Teacher Education (ITE), moving away from conceptions centered on access and coverage, to understand it as an ethical and relational experience. From a phenomenological-hermeneutic approach, curricular intersubjectivity is explored as the core from which the formative trajectories of both pre-service teachers and academic faculty are configured. Based on a critique of curricular homogenization and the logic of performativity, the text argues that educating from difference implies decentering the curriculum and opening it to the voices, memories, and bodies that have been historically marginalized. It is concluded that true inclusion is not decreed, but rather practiced as a way of being-with, where ethics, listening, and mutual transformation constitute the heart of the educational experience.

Source: Revista Latinoamericana de Estudios Educativos

DOI: 10.48102/rlee.2026.56.1.750

Authors: Andrés Seguel-Arriagada, Mario Montaner-Bastías

Institutions: Viña del Mar University, Universidad Católica de la Santísima Concepción

Language: Portuguese

Topic: Education Pedagogy and Practices

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: diamond

OpenAlex ID: W7123635355

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