Demagogy of liberal democracy or educational inclusion? a sofism of pedagogical modernity or a possibility to reinvent the school

Abstract

At present, the need and importance of recognizing differences (social, physical and psychological) is unanimously accepted, as well as ensuring it within the framework of assessment that at a political, educational and social level has been given to those who have historically been marginalized or segregated from the possibility of enjoying optimal living conditions, among other things, job and educational opportunities. This article questions this ideal and proposes that inclusion, the flag of current democracies and political ideals on the recognition of difference is part of a discourse that tries to give political and legal recognition to the difference, however, institutions such as schools are far from recognising this reality since their pedagogical practices both directly and indirectly  promote the segregation of people with various physical, social or psychological difficulty. Therefore, the following article explores the issue of diversity and difference from a historiographic and sociological approach, analyzing the relationship between the ethical condition of the individual and the economic logics that are expressed in cultural constructs through daily practices, constructs and practices that according to Michel Foucault are part of the design and application of technologies of the body, which limits the behavior of individuals, as well as their mental structures. Within this analysis, school and school training are of central importance, highlighting the role of pedagogical practices.