Encounter between special pedagogy and psychoanalysis on the subject of social inclusion

Abstract

The article examines a meeting between special pedagogy and psychoanalysis on the subject of social inclusion, while considering the specificity and difficulty of psychoanalysis for comparison
with other disciplines. Particular attention is paid to the Index Inclusion tool, arguing that it can be improved by evaluating the obstacles to the achievement of objectives as individual and collective
defense mechanisms that oppose change. In the last part the article focuses on the profile of the inclusive teacher, based on the assumption that a consideration of affective processes is central to an understanding of the face of this important figure.