Narrative-Rhetorical Cartographies for Educational Inclusion

Professional Action Scenarios in School Support Situations

Dados Bibliográficos

ID7282044
AutoresJorge Soto Carcamo (0000-0001-5107-5668, Universidad de Los Lagos), Ignacio Figueroa-Céspedes (0000-0002-2756-1831, Diego Portales University), Esteban Fica-Pinol (0000-0002-7142-0825, Metropolitan University of Educational Sciences)
Ano2025
Volume41
Data de publicação2025-01-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducação em Revista (JOURNAL)
Identificadores do periódicoISSN: 0102-4698 • E-ISSN: 1982-6621
EditoraFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/0102-469856908t
OpenAlexW4413280309
IdiomaEN
Referências citadas26

In Chile, building inclusive schools implies defining the role and actions of support teams in the School Integration Program (PIE). However, this program has been reported to develop approaches simultaneously (integrative/inclusive) and to be rooted in deficit-based models and professional encapsulation, which hinder the professional actions of teams in school support situations. Thus, this study aims to understand how PIE professionals define and intervene in educational support situations in 7 Chilean educational institutions. Through a qualitative methodology with a narrative-rhetorical approach, examining 52 critical incidents, from which 10 exemplary cases were selected. The results highlight: 1) Difficulties with teaching and learning strategies, 2) Behavioral/disciplinary incidents of students, 3) Difficulties in collaborative work and 4) Difficulties in relations with families. The predominance of restricted-individualizing actions that privilege an integrative approach is discussed, in addition to mapping how professionals close/open their intervention scenarios. The methodological proposal presented provides valuable tools to deepen the definition and intervention of educational situations, emphasizing its relevance for initial and continuous training for education professionals

Action (physics · Art · Inclusion (mineral · Literature · Narrative · Pedagogy · Professional development · Rhetorical question · Sociology · Anthropology · Educational Practices and Policies · Educator Training and Historical Pedagogy · Teacher Education and Leadership Studies

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