ENTREVISTA SOBRE PEDAGOGÍA QUEER Y EDUCACIÓN INCLUSIVA

• Autor(a) principal: González, Aldo Ocampo
• Data de Publicação: 2018
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Odeere
• Texto Completo: https://periodicos2.uesb.br/index.php/odeere/article/view/4605

The epistemological understanding of Inclusive Education expresses a diasporic functioning, that is, the forms of construction of its knowledge, operate through a dispersion of knowledge, distributed by a multiplicity of epistemic geographies, among them, Feminism, Queer Theory, Postcolonial Studies, among others. In this case, the contributions of Feminism and Queer Studies become key instances of knowledge to promote the proposition of a new rationality - increasingly broad in its proposals and systems of reasoning - to justify the relevance of inclusion beyond production of fictions based on inclusion in it - within the Science of Education in the 21st century. Returning to the idea of ​​Inclusive Education as "category of analysis" and "macroeducational device" (Ocampo, 2017), this interview analyzes the political, epistemic and pedagogical intersections Queer Pedagogy shares with Inclusive Education; recognizing the former as one of its main epistemic memories of transformation. On this occasion, Dr. Nilson Dinis, an academic of the Department of Education and Non-Program of Graduation in Education of the Federal University of São Carlos, gives us interesting reflections on the configuration of a field that, although it expresses a long history in subaltern epistemologies, is known and understood from a position of remoteness and periphery in the education and training of teachers. Dr. Dinis also deepens the understanding of trans, its agency and political repercussions on educational grammars. At the same time, it gives key ideas to address the curriculum, the operational logics of educational institutions and the co-management of sexual identities in the educational context. Undoubtedly, their contributions contribute to positioning a topic that public and educational policies in the field of Inclusive Education production is subordinated, generating new apartheid strategies of knowledge or in terms of Spivak (1998) or Foucault (1970), epistemic violence , become the so-called "voids of diversity," which are only declarations that attract the notion of difference to the center of capitalism, without addressing it, leaving it in a permanent situation of social and defenseless devaluation. In short, the interview mirrors an increasing complexity, inviting us to overcome the pedagogical simplicities in this respect. Keywords: Queer pedagogy, inclusive education, multiplicity of differences, action and political resistance.