Towards inclusive pedagogical practices: experiences and contributions of inclusion support teachers

Abstract

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.