The dialectical relationship between medical discourse and pedagogical discourse has been historically marked by a hegemonic power of the former over the latter. The authors, assuming an argumentative perspective that tries to combine the contribution of Institutional Analysis with that of Disability Studies, trying to investigate the questions and implications that derive from this power relationship by posing a series of questions by which they try to do to emerge a possible problematization of the issues that today question Special Pedagogy, particularly in relation to the concept of inclusion and the practices involving those who work in the school but also the scholars themselves of education.
Bocci, F., Gueli, C. (2019). Il rapporto dialettico tra discorso medico e discorso pedagogico. Una riflessione nella prospettiva dei Disability Studies e dell’Analisi Istituzionale. NUOVA SECONDARIA, XXXVII(3), 93-107.