TRANSFORMIG INCLUSIVE REALITIES FROM SMALL TERRITORIES: AN OPPORTUNITY TO CONSIDER THE OTHER

Abstract

Objective: to seek pedagogic alternatives to assume, from institutional and classroom contexts, the educative inclusion of people with barriers to learning and participation. Methodology: critical-social exercise. The article reflects on the possibility of opening authentic educative spaces that meet the contextual needs of students with barriers to learning and participation, on the basis of conversation and direct confrontation with teachers from public schools in Armenia, Quindío. Conclusions: it is necessary to build work groups that mobilize school inclusion as a matter of the institutions and not as a matter of external entities.