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2020 - Vol. 14, Num. 1 | |||||
Student Voices and Cultures at School: A Theoretical-Methodological Reflection from Self-Exploration Processes of Barriers to Educational Inclusion | |||||||
Ignacio Figueroa-Céspedes and Cristopher Yáñez-Urbina | |||||||
Abstract | |||||||
This article proposes a reflection based on a series of research-action experiences carried out with different student groups of municipal schools in the city of Santiago de Chile. The purpose is to systematize the development of institutional self-exploration processes based on the student's voice with a particular sensitivity to cultures in school, including student cultures. In the first place, the foundations and reflections from the experiences are analyzed theoretically, then deepen the implications for consideration in the processes of inclusive school development. As conclusions, the reciprocal connections that the approach in question maintains with the cognitive development and the intercultural education, arise as a vector from which to think the school in its diverse dimensions. |
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Key words | |||||||
Inclusive education; Intercultural education; Participatory research; Students participation. |
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Complete Text | |||||||
Full text in Spanish, PDF![]() |
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Reference | |||||||
Figueroa-Céspedes, I. & Yáñez-Urbina, C. (2020). Voces y culturas estudiantiles en la escuela: Una reflexión teórico-metodológica desde procesos de autoexploración de barreras a la inclusión educativa [Student voices and cultures at school: A theoretical-methodological reflection from self-exploration processes of barriers to educational inclusion]. Revista Latinoamericana de Educación Inclusiva, 14(1),
109-126. http://dx.doi.org/10.4067/S0718-73782020000100109 |
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