From ex-ducational training to post-globalization inclusion
Abstract
In the present article progress and contradictions of the scholastic legislation in the pedagogical field are examined with hermeneutic clarity. The vexed question of inclusion is analyzed within a semantic frame of historical and philosophical inspiration and through the paradigmatic interpretative tools of suspicion and epistemological demystification, as evident from the macro-thematic areas, which proceed from a comprehensive look at ethical nature of human education (understood in the Eraclite-Heideggerian sense), finally reaching an accurate pedagogical-legislative phylogenesis of special educational need in the socio-cultural and scholastic purview.
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