Resumen

RIVERO PINO, Ramón; HERNANDEZ DE ARMAS, Yosbel  y  SUAREZ PICO, Bryan. Discrepancies regarding the concept of Educational Inclusion. Its reflection in the subjectivity of university actors.. ESPACIO ABIERTO [online]. 2025, vol.34, n.2, pp.88-111.  Epub 15-Mayo-2025. ISSN 1315-0006.  https://doi.org/10.5281/zenodo.15110047.

It aims to understand the discrepancies between the discourses of international organizations and the Warnock Report (1978) on educational inclusion and their reflection in the subjectivity of university actors. The progressive institutionalization of the idea of ​​inclusion, consequently, has caused conceptual ambiguity between the notion of social justice and the technical management of disability in the pedagogical context. Such ambiguity affects the national and local objectives of the educational policy on educational inclusion, making them ineffective and difficult to evaluate. Interviews with hypothetical formulation are applied in the form of focus groups in five universities in three countries in the region (Argentina, Mexico and Ecuador), about the inclusion policies experienced. Deficiencies and insufficiencies are detected regarding the implementation of inclusion. In light of the approach, the results allow us to better understand why the precariousness of inclusion policies persists in these countries. It is concluded, in the spirit of other research, that it is possible to think that the responsibility for the precariousness of policies is not only endogenous, but also refers to the absence of a sufficient conceptual and scientific basis to imagine or formulate their implementation.

Palabras clave : International organizations; educational inclusión; experiences in Higher Education; educational policy.

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