SciELO - Scientific Electronic Library Online

vol.11 issue1Analysis of Inclusive Evaluation Practices of Three Preschool Education Teachers in MexicoSituational Diagnostic into a Capacitation Work Center in Mexico: Challenges to Address the Diversity author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand




Related links

  • On index processCited by Google
  • Have no similar articlesSimilars in SciELO
  • On index processSimilars in Google


Revista latinoamericana de educación inclusiva

Print version ISSN 0718-5480On-line version ISSN 0718-7378


SOTO, Jorge E; FIGUEROA, Ignacio  and  YANEZ-URBINA, Cristopher. Collaborative Counseling in Municipal Schools: Positions and Challenges of the Role of Critical Friend in an Inclusive School Development Project. Rev. latinoam. educ. inclusiva [online]. 2017, vol.11, n.1, pp.245-264. ISSN 0718-5480.

This paper presents an experience of counseling in a group of schools from the Metropolitan Region of Chile for the design and implementation of an inclusive development plan, based on the proposal of the Index for Inclusion. This plan sought to identify and address barriers to inclusion, detected by the collective with the support of an external consultant called critical friend. The article points out in the understanding of this role, as an important piece of a collaborative counseling strategy. This study use a case study design with qualitative analysis, in order to identify the several positions and strategies deployed by these advisors, based on the identification of two central axes: control/autonomy and reflexive/instrumental focuses. The results problematize about the conditions, implications and challenges for collaborative counseling work, from an inclusive approach in the context of municipal education in Chile.

Keywords : Counseling; School attendance; Educational innovations; Participatory approach.

        · abstract in Spanish     · text in Spanish     · Spanish ( pdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License