INTEGRATION AND INCLUSION: Interconnections and Oppositions in two Fields in Education in Quebec/INTEGRATION ET INCLUSION: interconnexions et oppositions dans deux domaines educatifs au Quebec/ INTEGRACAO E INCLUSAO: interconexoes e oposicoes em dois campos educacionais em Quebec

Several educational systems in the world, as is the case in Quebec, move towards the adoption of inclusive education policies which aims to respond more equitably to the needs of all pupils. While the inclusive paradigm initially concerned pupils with disabilities, it now encompasses other subgroups of pupils as minoritized pupils regarding ethnocultural, religious, and linguistic diversity. This article proposes a critical reading of the evolution of the paradigm of inclusive education, and of the concepts of integration in two fields of education in Quebec: special education and the one concerning ethnocultural, religious, and linguistic diversity. The exploration of the two fields illustrates the anchoring of the evolution of concepts in social debates, which are under the influence of political movements, and various concern of civil society, which are reflected in school practices. The conclusion invites the research community and educational authorities to contribute to the clarification of concepts and paradigms, reminding them that they can lock individuals and groups into forces social domination. Keywords: Quebec; Inclusive education; Integration; Inclusion; Educational fields Plusieurs systemes educatifs dans le monde, comme c'est le cas au Quebec, tendent vers l'adoption de politiques d'education inclusive qui visent a repondre de facon equitable aux besoins de tous les eleves. Alors que le paradigme d'education inclusive concernait initialement les eleves qui presentaient des handicaps ou consideres comme ayant des besoins particuliers, il englobe maintenant d'autres sous-groupes d'eleves, dont les eleves minorises sur les plans de la diversite ethnoculturelle, religieuse et linguistique. Cet article propose une lecture critique de l'evolution du paradigme de l'education inclusive et du concept d'integration dans deux domaines educatifs au Quebec : celui de l'adaptation scolaire et celui qui concerne la diversite ethnoculturelle, religieuse et linguistique (ERL). L'exploration du chemin parcouru dans les deux domaines educatifs illustre l'ancrage de l'evolution des concepts dans les debats sociaux, qui eux-memes s'articulent selon des courants politiques, des sensibilites particulieres de la societe, et qui se refletent dans les pratiques des milieux scolaires. La conclusion invite le milieu de la recherche et les autorites educatives a contribuer a la clarification des concepts et des paradigmes, en leur rappelant que ces derniers peuvent enf