Practices and meanings around interrelationships between therapeutic figures in a primary school of an ordinary education
In this article we present some analyzes regarding the practices and meanings that are built around the interrelationships between the Therapeutic Companions and the school actors in a common primary school. We build these ideas within the framework of the Research Project “Support for students - Al...
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| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Centro Universitario Regional Zonal Atlántica -Uiversidad Nacional del Comahue
2021
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| Acceso en línea: | http://revele.uncoma.edu.ar/index.php/psico/article/view/3170 |
| Aporte de: |
| Sumario: | In this article we present some analyzes regarding the practices and meanings that are built around the interrelationships between the Therapeutic Companions and the school actors in a common primary school. We build these ideas within the framework of the Research Project “Support for students - Alternative devices for educational inclusion in common education schools”. In this study, we set out to know the socio-educational frameworks that are configured in the practices that the supports deploy in common primary schools. From an ethnographic approach, we developed field work in primary schools in the city of Comodoro Rivadavia, Chubut province, and we carried out the construction of the information from participant observations and anthropological interviews. The accomplished work allows us to know that the senses and practices of the Therapeutic Companions in their interrelations with school actors are built on tensions, ambiguities and contradictions that refer to the specificity and complexity of the educational situations that try to configure themselves as inclusive. Likewise, it challenges us to highlight the need for symbolic and material conditions in public schools that enable support systems, where subjects, institutions and relationships are involved to offer mediations and conditions for the school learning of children with disabilities or with medical diagnoses. |
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