INTERDISCIPLINARITY AND DIALOGICAL SPACES IN INCLUSIVE EDUCATION

POSSIBILITIES BETWEEN EDUCATION AND HEALTH

Abstract

Special education had its beginning deeply marked by the health field and the biomedical model of disability. Despite the advance of public policies towards a biopsychosocial conception, the hegemony of the biological field still endures, causing a capture of these existences through unilateral explanations. The purpose of this article is to analyze, from the perspective of interdisciplinarity in inclusive education, the possibilities of dialogic articulation to overcome the hegemony of medicine about special education. Two concepts foreseen in the organization of inclusive education are analyzed: the intersectoriality in the actions and the transversal character of the special education. Cartography is brought as a methodological bias as a creator of common spaces. We present an experience report that brings intersectorality as a driving principle of dialogue between the actors involved in the student's education. From the interdisciplinarity, common spaces are opened in the school, and from the intersectoriality, the contact between health and education is broadened, bringing to the scene other professionals, the family and the community. This conjuncture favors the dialogue between knowledge and the overcoming of this biomedical hierarchy by creating conditions for other disciplines to contribute to special education.