Care as acceptance of the difference in inclusive education

Abstract

This article  reflects on care as a concern and attention in the teaching-learning process of students with intellectual disabilities. The research arises from the pedagogical praxis in inclusive education. The bibliographic review is used as methodology, with a reflective and critical contribution, based on the concept of care by the philosopher Martin Heidegger (2005), the philosopher and theologian Leonardo Boff (2013, 2014), and the educator Luigina Mortari (2018). In the Fable-myth narrative of care, cited in the work Being and Time by Heidegger (2005) and later interpreted by Leonardo Boff (2014) in the book Saber cuidar, care was already considered  essential for human existence. Caring, within the scope of inclusive education, means valuing the human dignity, the autonomy and the accessible space for reflection-action. In addition, it is reflected on care and inclusive education, as attention to differences and acceptance of others. As a result, it is clear that an education, centered on care, prioritizes dialogue, is concerned with life, and recognizes the uniqueness and plurality of the subjects.