Las “necesidades educativas especiales”. Políticas educativas en torno a la alteridad

Abstract

The present paper presents the findings carried out by means of field work in a common school of the city of Buenos Aires, in order to inquire the practices and meanings socially assigned to the incorporation of special education students —particularly blind children— in primary level common schools.We could analyze the objectives outlined from the documents diffused by the educational system, in which they refer to the educational quality, justness, inclusive schools, diversity attention and Human Rights.Starting from the observation of class hours and different activities we have been able to elaborate a complex perspective on the “integrated” student’s situation.