Not Exclusive Pedagogical Practices, from the Perspective of Critical Pedagogy
Keywords:
Pedagogical practices, Inclusive education, Attention to diversity, Paulo Freire.Copyright (c) 2015 Revista Internacional de Educación para la Justicia Social (RIEJS)
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Abstract
The aim of this article is to report the interpretive analysis of the reasons and characteristics of non-exclusive pedagogical practices of the school and its effects on the construction of a non-exclusive curriculum; using the qualitative approach and strategy instrumental case study. The results show some formal grounds as the laws enacted nationally and internationally on inclusive education and some reasons non-formal that are identified by teachers and parents in daily educational practices; conditions that made possible the non-exclusive pedagogical practices in the school and those presented some features of the pedagogical approach of Paulo Freire; and effects that generated significant changes in the way of building a curriculum less exclusive.