Prácticas inclusivas en el Nivel Secundario. La experiencia desde la perspectiva de un estudiante con discapacidad.
Fecha
2019
Autores
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Editor
Escuela de Ciencias de la Educación. Facultad de Humanidades y Artes. Universidad Nacional de Rosario
Resumen
Descripción
En el presente artículo se comparten algunos recortes de un proyecto de
investigación cuyo propósito es indagar de qué modo se configuran las prácticas pedagógicas en el marco de lo que se ha denominado el paradigma de
la inclusión, interpelando saberes, dispositivos y prácticas de la cultura institucional de las escuelas.
Tomamos como marco conceptual los desarrollos Vigotskyanos en tanto
se propusieron, en su época, superar los reduccionismos de la psicología tradicional, al reconocer la unidad de los procesos intelectuales y afectivos, el
origen social y cultural de los procesos psicológicos superiores, y el carácter mediado de la mente y la actividad humana (Vigotsky, 1930; Castorina, 2002;
Del Cueto, 2015).
Este trabajo investiga, desde un enfoque etnográfico, el modo en que las
prácticas denominadas inclusivas influyen en el desarrollo de los/as alumnos/
as “integrados/as”. Se toma para el análisis la perspectiva de una alumna
“integrada” en relación a su experiencia escolar. Se propone el uso de la categoría perezhivanie como unidad de análisis para dar cuenta de la complejidad
de las prácticas educativas en tanto el concepto relaciona los procesos y las
leyes de desarrollo con el rol del ambiente social.
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.
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.
Palabras clave
Escuela Secundaria, Inclusión, Discapacidad, Experiencia, High School, Inclusion, Disability