Voces docentes desde la educación inclusiva:Narrativas sobre experiencias pedagógicas con niños y niñas neurodivergentes

Abstract

This research has the objective to construct narratives with teachers concerning inclusive education experiences with neurodivergent children in order to strengthen the teacher training in inclusive educative process. That purpose arises from the need to know and understand how these teachers have developed and lived inclusive educative process with neurodivergent children. The research is developed from the modality of educational action research called narrative documentation of pedagogical experiences. Therefore, it inquires, writes, documents and reflects about pedagogical stories written by teachers. From this, it puts forward some elements to the production of pedagogical knowledge that, on the one hand, considers what the neurodivergent children mean for their teachers with the intention to denatured meanings that are not congruent with the difference and diversity appreciation like worthy human values. And, on the other hand, it allows a critical and reflective dialogue among the teacher’s experiences, the theories and public policies of inclusive education. Also, the research situates the neurodiversity perspective on the academicals and political scenarios like a congruent approach with some inclusive education principles. Finally, the research contributes to the training teacher from a pedagogical knowledge characterized by mitigating and changing exclusion and social inequality relations and practices which are present in constructing inclusive schools.