ABSTRACT
The chapter explores how the Third Regional Comparative and Explanatory Study (TERCE) understands inclusion and how this concept shapes educational policy in Latin America. Through the foucauldian notion of governmentality, the text delves into the layers and conditions that contribute to the emergence and pervasiveness of inclusion. The assessment highlights certain valid aspects of educational practice – academic performance linked to socioeconomic status – ignoring important questions such as why we educate and what society we are willing to shape through schooling. A wider and more contingent narrative about inclusion is required to open alternative spaces for reflection and practice.
