DISTORTIONS AS CONSEQUENCES OF IMPLEMENTING INCLUSIVE EDUCATIONAL POLICIES

Abstract

Life in society is not fixed, immutable, undergoing changes conditioned by various factors such as knowledge, technology, culture, in short, by elements that give rise to a new way of seeing, doing and being in the world. In the field of education we have a similar process, which leads to changes in how we see and do education, with changes whose corollary is that they are democratizing access, permanence and success in formal education. However, this is the motto of this article, not all changes imply the construction of a democratizing educational reality, many of them are “traps”, loaded  with correct ideological discourses, but which in practice imply a loss of quality to what is one of the compasses of formal education: appropriation of knowledge culturally validated by society, of scientific knowledge elaborated during the human journey, which shaped and still shapes life in society, therefore, an indisputable element as a citizenship tool. It is by exposing these pitfalls, the distortions generated by so-called inclusive movements, that this article has its merit.