Abstract

DUBROVSKY, Silvia  and  LANZA, Carla. PRÁCTICAS INCLUSIVAS EN EL NIVEL SECUNDARIO: LA EXPERIENCIA DESDE LA PERSPECTIVA DE UNA ESTUDIANTE CON DISCAPACIDAD. Rev. Esc. Cienc. Educ. [online]. 2019, vol.1, n.14, pp.15-32. ISSN 1851-6297.

In this article we share some cuts of a research project whose purpose is to investigate how pedagogical practices are configured within the framework of what has been called the paradigm of inclusion, challenging knowledge, devices and practices of institutional culture of the schools. We take as a conceptual framework the Vigotskyan developments as they proposed, in their time, to overcome the reductionisms of traditional psychology, by recognizing the unity of intellectual and affective processes, the social and cultural origin of higher psychological processes, and the mediated character of the mind and human activity (Vygotsky, 1930; Castorina, 2002; Del Cueto, 2015). This work investigates, from an ethnographic point of view, the way in which so-called inclusive practices influence the development of “integrated” students. The perspective of an “integrated” student in relation to her school experience is taken for the analysis. The use of the perezhivanie category is proposed as a unit of analysis to account for the complexity of educational practices as the concept relates the processes and laws of development to the role of the social environment.

Keywords : High school; Inclusion; Disability; Emotional experience; Teaching.

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