Towards inclusive pedagogical practices: experiences and contributions of inclusion support teachers
Based on the results of a completed investigation, the article shares contributions to approach inclusive pedagogical practices in schools. The research approach was qualitative and the data collection technique was the in-depth interview with nine teachers who were working as Inclusion Support Teac...
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| Lenguaje: | Español |
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IRICE (CONICET-UNR)
2023
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| Acceso en línea: | https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1676 |
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I15-R240-article-16762023-12-01T20:07:41Z Towards inclusive pedagogical practices: experiences and contributions of inclusion support teachers Hacia prácticas pedagógicas inclusivas: experiencias y aportes de maestras de apoyo a la inclusión Copolechio Morand, Marina Miori, Gabriela Diep, Mariela pedagogical practices inclusive education special education teaching job prácticas pedagógicas educación inclusiva educación especial trabajo docente Based on the results of a completed investigation, the article shares contributions to approach inclusive pedagogical practices in schools. The research approach was qualitative and the data collection technique was the in-depth interview with nine teachers who were working as Inclusion Support Teachers (MAI) in primary schools in Bariloche, Río Negro, Argentina. From their perspectives, the article deepens into aspects that invite us to review school institutions, discourses and practices according to an inclusive education paradigm and to a human rights approach. Specifically, the article intends to problematize what we mean when we say inclusion and, thus, to show that, even today, it is necessary to transcend views that understand that certain people must be included because of their condition and that this must be done by special education teachers. In addition, inclusive situations and practices that occur at the micro level (classroom) are described. These practices are related to the position assumed by the MAI regarding its role at school, in the classroom and in the pedagogical couple; and with the contributions they make for the inclusion of all the students from the specificity of its teaching work. En base a los resultados de una investigación ya finalizada, el artículo comparte aportes para construir y acercarnos a prácticas pedagógicas inclusivas en las instituciones escolares. Desde un enfoque cualitativo se realizaron entrevistas a profesoras de educación especial que trabajan como Maestras de Apoyo a la Inclusión (MAI) en el primer ciclo de escuelas primarias de la localidad de San Carlos de Bariloche, Río Negro, Argentina. Retomando sus palabras y perspectivas se profundiza en aspectos que nos invitan a revisar las instituciones escolares, los discursos y las experiencias en miras a prácticas pedagógicas inclusivas y con enfoque de derechos humanos. Específicamente se avanza en la necesidad de problematizar de qué hablamos cuando nos referimos a la inclusión en las escuelas y, así, poner en evidencia que, aún hoy, es preciso trascender miradas que entienden que hay que incluir a las personas en función de su condición y que esta tarea recae en las docentes de educación especial. Además, se describen situaciones y prácticas que suceden en el nivel micro, es decir, áulico y que, según las MAI, favorecen la educación inclusiva. Estas se encuentran vinculadas con el posicionamiento que asume la MAI respecto de su rol en la escuela, en el aula y en el marco de la pareja pedagógica; y con los aportes que realiza para la inclusión de todo el estudiantado desde la especificidad de su trabajo docente. IRICE (CONICET-UNR) 2023-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/zip https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1676 10.35305/revistairice.vi44.1676 Revista IRICE; Núm. 44 (2023); 37-51 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1676/2678 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1676/2763 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1676/2696 Derechos de autor 2023 Marina Copolechio Morand, Gabriela Miori, Mariela Diep https://creativecommons.org/licenses/by-nc-sa/4.0 |
| institution |
Universidad Nacional de Rosario |
| institution_str |
I-15 |
| repository_str |
R-240 |
| container_title_str |
Revista IRICE (CONICET) |
| language |
Español |
| format |
Artículo revista |
| topic |
pedagogical practices inclusive education special education teaching job prácticas pedagógicas educación inclusiva educación especial trabajo docente |
| spellingShingle |
pedagogical practices inclusive education special education teaching job prácticas pedagógicas educación inclusiva educación especial trabajo docente Copolechio Morand, Marina Miori, Gabriela Diep, Mariela Towards inclusive pedagogical practices: experiences and contributions of inclusion support teachers |
| topic_facet |
pedagogical practices inclusive education special education teaching job prácticas pedagógicas educación inclusiva educación especial trabajo docente |
| author |
Copolechio Morand, Marina Miori, Gabriela Diep, Mariela |
| author_facet |
Copolechio Morand, Marina Miori, Gabriela Diep, Mariela |
| author_sort |
Copolechio Morand, Marina |
| title |
Towards inclusive pedagogical practices: experiences and contributions of inclusion support teachers |
| title_short |
Towards inclusive pedagogical practices: experiences and contributions of inclusion support teachers |
| title_full |
Towards inclusive pedagogical practices: experiences and contributions of inclusion support teachers |
| title_fullStr |
Towards inclusive pedagogical practices: experiences and contributions of inclusion support teachers |
| title_full_unstemmed |
Towards inclusive pedagogical practices: experiences and contributions of inclusion support teachers |
| title_sort |
towards inclusive pedagogical practices: experiences and contributions of inclusion support teachers |
| description |
Based on the results of a completed investigation, the article shares contributions to approach inclusive pedagogical practices in schools. The research approach was qualitative and the data collection technique was the in-depth interview with nine teachers who were working as Inclusion Support Teachers (MAI) in primary schools in Bariloche, Río Negro, Argentina. From their perspectives, the article deepens into aspects that invite us to review school institutions, discourses and practices according to an inclusive education paradigm and to a human rights approach. Specifically, the article intends to problematize what we mean when we say inclusion and, thus, to show that, even today, it is necessary to transcend views that understand that certain people must be included because of their condition and that this must be done by special education teachers. In addition, inclusive situations and practices that occur at the micro level (classroom) are described. These practices are related to the position assumed by the MAI regarding its role at school, in the classroom and in the pedagogical couple; and with the contributions they make for the inclusion of all the students from the specificity of its teaching work. |
| publisher |
IRICE (CONICET-UNR) |
| publishDate |
2023 |
| url |
https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1676 |
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