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Revista de estudios y experiencias en educación

versão On-line ISSN 0718-5162

Resumo

MANGHI HAQUIN, Dominique  e  VALDES MORALES, René. Expanding the horizons of action of education assistants from an inclusive perspective. Rev. estud. exp. educ. [online]. 2020, vol.19, n.40, pp.15-33. ISSN 0718-5162.  http://dx.doi.org/10.21703/rexe.20201940manghi1.

The literature on inclusive education has mainly focused on teachers, administrators and managers as relevant agents to move towards an inclusive school model. However, in the daily life of the schools there are several school agents that are part of the cultural change that the educational system requires and that do not necessarily fall into the categories indicated above. For this reason, the objective of this study is to describe the transformative functions of education assistants, especially non-teaching professionals such as yard inspectors and grooming staff, considering their contributions to educational inclusion within schools. To achieve the objective, an ethnographic approach was carried out in 9 schools in three regions of the country in which field observations, individual interviews and document review were developed. The results reveal a transformation of traditional functions in non-teaching professionals, moving from administrative and surveillance roles to roles with pedagogical seal and emotional bond. The results are discussed based on the new Chilean public administration and the contributions of education assistants to school inclusion.

Palavras-chave : Functions in transformation; education assistants; inclusive education; schools; school ethnography.

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