Inclusive education as a metaimage

Abstract

This paper proposes to examine what and how the images employed by the academic genre and the sociopolitical movement indexed as inclusive education show us. Its task is simple: to fracture a mode of sensibility that articulates a specific mode of truth. The challenge, then, is to unsettle the gaze, that is, to consolidate a device that allows us to reposition ourselves before the images indexed by this academic genre, as well as the types of images used to show us some of its most pressing problems. This is the basis of its visual condition. The metaimage—a capacity inherent to pictorial representation—is a specific type of image whose organic structure is characteristic of linguistic discourses. They establish a system of double interaction between the image or the visual experience and the text or the linguistic experience of their users. These are images that manage to function within and outside a specific discursive framework, interconnecting multiple phenomena that intersect at specific points in their demands. The paper concludes by observing the need for the study of images of inclusive education to invite us to 'de-discipline' its analytical-methodological practice, or rather, to remove the Oedipal floor from the hegemonic discourse that is intertwined in its visual qualities, which enshrines a master discourse that regulates and eclipses the units of intelligibility of its horizon of meaning.