<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582020000100425</article-id>
<article-id pub-id-type="doi">10.15359/ree.24-1.22</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[¿Racismo en la educación inclusiva? Una mirada desde la interculturalidad crítica]]></article-title>
<article-title xml:lang="en"><![CDATA[¿Racial Discrimination in Inclusive Education? A perspective from critical interculturality]]></article-title>
<article-title xml:lang="pt"><![CDATA[Racismo na educação inclusiva? Um Olhar a Partir da Interculturalidade Crítica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Delbury]]></surname>
<given-names><![CDATA[Perrine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Bío Bío  ]]></institution>
<addr-line><![CDATA[Chillán ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>24</volume>
<numero>1</numero>
<fpage>425</fpage>
<lpage>439</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582020000100425&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582020000100425&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582020000100425&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Existe una sobrerrepresentación de alumnos y alumnas de ascendencia étnica etiquetados como estudiantes con necesidades educativas especiales, un fenómeno observado e investigado a nivel internacional. Este ensayo quiere aportar a la reflexión desde la mirada de la interculturalidad crítica con el objetivo de reconocer y visibilizar la matriz colonial de poder que contextualiza esta problemática. La primera parte establece el marco teórico de los conceptos abordados y la segunda parte es una discusión que expone tres argumentos en torno a la contribución respectiva de las reglas sociales, de las políticas educativas y de la institución escolar en este fenómeno de sobrerrepresentación. Se concluye que, a la base de la propuesta de la educación inclusiva, yace un discurso racista generado por la imposición de una definición monocultural de la normalidad y de discapacidad, y se proponen pistas de reflexión para cambiar la configuración conceptual de la inclusión.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The overrepresentation of ethnic minorities&#8217; students as students with special education needs is a well-investigated international phenomenon. This paper is an essay aiming to contribute to the discussion, from the perspective of critical interculturality, to unveil how the phenomenon is embedded into the colonial matrix of power. At first, it presents the theoretical framework of critical interculturality and contextualizes the problem. The second part develops three arguments through a discussion about the respective roles of social rules, public educational policies, and inclusive pedagogy in contributing to this phenomenon. It concludes that, at the foundation of the inclusive education discourse, lays racial discrimination which imposes a monocultural definition of disability and normality to ethnic cultures.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Há uma super-representação de estudantes de origem étnica rotulados como estudantes com necessidades educacionais especiais, fenômeno observado e investigado internacionalmente. Este ensaio quer contribuir a reflexão a partir da perspectiva da interculturalidade crítica, com o objetivo de reconhecer e tornar visível a matriz colonial de poder que contextualiza esse problema. A primeira parte estabelece a perspectiva teórica dos conceitos abordados e a segunda parte apresenta uma discussão que expõe três argumentos sobre a respectiva contribuição das regras sociais, das políticas educacionais e da instituição escolar nesse fenômeno de super-representação. Conclui-se que, na base da proposta da educação inclusiva, reside um discurso racista gerado pela imposição de uma definição monocultural de normalidade e incapacidade, e oferece sugestões de reflexão para mudar a configuração conceitual da inclusão.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Racismo]]></kwd>
<kwd lng="es"><![CDATA[educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[interculturalidad crítica]]></kwd>
<kwd lng="en"><![CDATA[Racial discrimination]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
<kwd lng="en"><![CDATA[critical interculturality]]></kwd>
<kwd lng="pt"><![CDATA[Racismo]]></kwd>
<kwd lng="pt"><![CDATA[educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[interculturalidade crítica]]></kwd>
</kwd-group>
</article-meta>
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