Education and inclusion. An ethnographic approach in a primary school from Córdoba

Abstract

The objective of this article is to present a wide view of the meaning of inclusive education. For that, we present a schematic journey over the specific scientific literature on the subject and on some of the documents that shape the structure of educational policies for inclusion, to describe the main ideas that characterize this framework. This is followed by an analysis of the implications of these policies and of the goals of inclusive education in general, in relation to the practices of a group of primary level teachers in
the city of Córdoba. The data collection and analysis were carried out from an ethnographic theoretical-methodological perspective, by means of interviews, discussion groups and an ethnographic record. The results allowed the identification of some elements of both the institutional functioning and the educational practices of the teachers that produce conditions of educational inclusion.