Desde la inclusión como política de acceso hacia una perspectiva curricular subjetiva

This essay proposes a critical rereading of educational inclusion in Initial Teacher Education (ITE), moving away from conceptions centered on access and coverage, to understand it as an ethical and relational experience. From a phenomenological-hermeneutic approach, curricular intersubjectivity is explored as the core from which the formative trajectories of both pre-service teachers and academic faculty are configured. Based on a critique of curricular homogenization and the logic of performativity, the text argues that educating from difference implies decentering the curriculum and opening it to the voices, memories, and bodies that have been historically marginalized. It is concluded that true inclusion is not decreed, but rather practiced as a way of being-with, where ethics, listening, and mutual transformation constitute the heart of the educational experience

Curriculum · Formative assessment · Higher education · Intersubjectivity · Education and Teacher Training · Inclusive Education and Diversity · Philosophy and Education Pedagogy