No imaginas cuanto te veo. Sentido de la educación inclusiva a infancias con discapacidad sensorial-ceguera en ámbito escolar. Una mirada desde la experiencia, las significaciones y los imaginarios sociales.

Abstract

This research proposes the social imaginaries, experiences, and narratives as a theoretical and methodological useful view, to reach the meaning which educative system give to the inclusive education for blind childhood, from a social, political, and cultural approach where education takes place. Firstly, this theoretical and methodological view is made under a collection of stories, focused from a hermeneutical approach. It allows to reshuffle the lived as a meaningful experience, with discursive scenarios that distance the inclusive education of structures and given meanings from the officialism and normative. Secondly, to understand and read into the social meanings regarding blind childhood, arisen from a binary logic between kids and disabilities. Finally, third aspect is the configuration of social imaginaries instituted and instituting. The research shows that the actors of the educational system move social imaginaries regarding inclusive education, bound to beliefs, ideas, sentiments and affects arisen from the experience, thus revealing the path towards the transformation in socio-educational action, based on ideas of accessibility and acceptability of the diversity childhood, and emergencies in the school focused in the transformation of traditional practices, thereby constituting the meaning of the inclusive education of blind childhood.