El abordaje a la educación inclusiva desde la teoría psicoanalítica : aportaciones teóricas y clínicas al modelo de inclusión en Ecuador.

Abstract

Educational inclusion, in the current school, configures a way of responding to the most particular needs of studentsand ensures that within the educational system everyone has access to a quality education, where diversity is recognized and the singularities are sustained of the subjects of education. Thus, the possible contributions from the fundamental concepts of psychoanalysis: subject, desire, transference, constitute a starting point to think about a more optimal approach to inclusive practice in the pedagogical field. The relationships that are woven within the teaching-learning process, the desire of the educator as support of the teaching practice, questions about the educational link, the encounters and disagreements with the knowledge, what does not go on in the educational act, establish references of reflection to consider that the educational model must reinvent itself, taking into account that, according to the Freudian proposal, education entails an "impossible" essence.