Avatar teacher of in/exclusion. Self government, self-management and hate speeches

Abstract

The inclusion practices, for decades, have been produced in the tension of in/exclusion. This article presents, based on the results of qualitative research in special education schools in the Metropolitan Region of Buenos Aires, an analysis of the processes of inclusion of students with disabilities. The objective of this study, through in-depth interviews and participant observations at school, is to understand the forms that in/exclusion acquires in the present. We hold as a hypothesis that teaching practices to support inclusion in contexts of urban poverty are produced in the figure of an "Avatar". We propose this figure as the way in which teachers are called to deal with the always others who have become subject and object of inclusion. A (non-human) digital analogy in which a (human) subject must guarantee the right to education while becoming a key part of the weakening of democracies. As result, multiple in/excluded are made up of the weakening of democracies that calls for revisiting the question regarding other bodies, which ones are assumed to be more deadly than others. We conclude that, while inclusion rests on the self-management capacity of the subjects and institutions that results in in/exclusion, it is precisely in its impossibility that the hate speeches and security claims typical of the conservatism of this century are based.