Disability, intersectionality and its theoretical inflections: other perspectives for educational research and challenges to inclusive education

outras perspectivas para a pesquisa educacional e desafios à educação inclusiva

Abstract

This article analyzes the limits and discusses the possibilities of the analytical tool of intersectionality and queer and CRIP theories to minimize the ethical effects of the "indignity of speaking for the other" present both in part of research on disability and in the elaboration of public policies and in the implementation of inclusive education. With such analysis, discussion and circumscription to these theoretical references, the objective is to broaden the understanding of current disability in the appropriation of its social model by educational research and to situate it with other social markers of differences, considering its singularity and the challenges that this other look brings to inclusive education. To this end, we will problematize the model from the ethical effects enunciated by the philosophers of difference and, through the variations in the development of the analytical power of the analytical tool and the circumscribed theories, we will discuss its limits and possibilities for the achievement of the proposed objectives. It is intended to point out the radicality of intersectionality and the theories that intersected it to make the voice of this other heard, indicating one of the possible paths both for research on the subject and for inclusive education.