Narratives and Inclusion in Secondary Schools in Argentine Patagonia: A Bet on the Impossible?

Authors

DOI:

https://doi.org/10.4067/S0718-73782025000200081

Keywords:

Inclusive education, Narratives, Technical secondary school, Cartography, Disadvantaged students

Abstract

This article presents excerpts from research conducted within the framework of a larger research project. The project explores inclusive educational practices in secondary schools from the perspectives of the various stakeholders, using participatory and collaborative methodologies. It also includes a survey and systematization of jurisdictional and national regulations, comparing them with each other and with international conventions. In this work, we will focus on the voices of the teachers and students of an agricultural technical school in the capital of Río Negro province. We use narratives and mapping as qualitative research tools, attempting to capture their statements, intentions, and actions that effectively enable the inclusion of the students who come to their classrooms, gardens, and farms. The investigations allowed us to recognize and reflect on the tensions, convergences, and divergences in the daily reality of educational inclusion, in the practices that demonstrate a commitment—a commitment that persists—to making this inclusion a reality, ultimately, a commitment to the individual.

Author Biographies

Mariela Fernanda Rossetto, Universidad Nacional del Comahue

Bachelor's degree in Psychology from the National University of Córdoba (2001). Specialisation in Social Sciences with a mention in Psychoanalysis and Socio-Educational Practices from FLACSO Argentina (2022). Regular lecturer and researcher, she is part of teaching teams as a Teaching Assistant and as a Professor in charge of Supervised Practice in Educational Guidance, all subjects belonging to the Psychology degree programme, Faculty of Education and Psychology Sciences, National University of Comahue. Since 2010, she has been part of a research group working on inclusive educational practices in secondary schools with students with disabilities and/or educational disadvantages. She currently co-directs a research project that extends this study to schools in Argentine Patagonia.

Carina Alejandra Fernández, Universidad Nacional de La Pampa

Graduate and Professor of Psychology from the National University of Córdoba. Professor of Education for the Mentally Disabled at the Dr. Domingo Cabred Higher Institute. Specialist in Educational Psychology: orientation in Psychoanalysis, field of application Special Education, awarded by the College of Psychologists of the province of La Pampa. Regular university lecturer and researcher, she is a member of various teaching teams belonging to the Primary Education Teaching, Early Childhood Education Teaching, and Bachelor's and Master's in Education Sciences programmes at the FCH (UNLPam). Since 2014, she has been part of a research group that addresses issues related to inclusive educational practices in secondary schools with students with disabilities and/or educational disadvantages.

Mónica Graciela Amado, Universidad Nacional del Comahue

Graduate and professor in Educational Psychology, specialising in Social Sciences with a focus on Educational Institution Management. Focus on Psychoanalysis and socio-educational practices, Flacso 2008. Regular professor in Special Education and Operational Educational Psychology in the Bachelor's and Master's programmes in Educational Psychology. CURZAS- UNCo. Extension Secretary. CURZAS -UNCo. Since 2013, she has been part of a research group that addresses issues related to inclusive educational practices in secondary schools with students with disabilities and/or educational disadvantages.

Ain Luna, Universidad Nacional del Comahue

Advanced Technician in Sociocultural and Community Promotion from the Provincial Institute of Public Administration (IPAP). Advanced student in the Bachelor's Degree in Psychopedagogy at the National University of Comahue. Argentina. CIN research fellow in the project: ‘Inclusive practices in secondary schools in Patagonia with students with disabilities and/or educational disadvantages: a collaborative research project’ (2022-2026).

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Published

2025-12-30

How to Cite

Rossetto, M. F., Fernández, C. A., Amado, M. G., & Luna, A. (2025). Narratives and Inclusion in Secondary Schools in Argentine Patagonia: A Bet on the Impossible?. Revista Latinoamericana De Educación Inclusiva, 19(2), 81–97. https://doi.org/10.4067/S0718-73782025000200081

Issue

Vol. 19 No. 2 (2025): Narratives Committed to Inclusive Education from the Voice of Students. Inequalities, Resistance, and Collective Action

Section

Sección Temática

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