Schools that Listen: Student Narratives of Inclusion, Limits, and Horizons

Authors

DOI:

https://doi.org/10.4067/S0718-73782025000200169

Keywords:

Educational inclusion, Inequality, School experience, Active listening, Pedagogical relationship

Abstract

This article presents partial results of a research study conducted within the framework of the project Inclusive Practices in Secondary Schools in Patagonia with Students with Disabilities and/or in Situations of Educational Disadvantage, carried out by the National University of Comahue (Argentina). The study is situated in a public secondary school in the city of Comodoro Rivadavia, in a context shaped by social, economic, and educational inequalities. The aim of the paper is to analyze how educational inclusion practices are constructed in secondary education through listening to students’ experiences and institutional interventions aimed at supporting diverse educational trajectories. Using a qualitative and collaborative approach, the study draws on interviews, participant observations, and institutional records, analytically organized into what are termed reflective frameworks, which articulate school scenes, narratives, and conceptual contributions. The findings show that inclusion takes shape in everyday practices that go beyond normative frameworks and are sustained by the construction of relationships of trust, recognition of students’ living conditions, and the implementation of institutional care strategies that prevent stigmatization. It is concluded that educational inclusion entails a pedagogical, ethical, and political commitment oriented toward educational justice.

Author Biographies

Beatriz Margarita Celada, Universidad Nacional del Comahue

Doctor of Education (University of Malaga). Associate Professor; Faculty of Education Sciences, National University of Comahue. Director of research projects on inclusive education and topics related to disability. Member of the Executive Committee of the Patagonian Institute for Humanities and Social Sciences (CONICET - UNCo) and member of the Argentine Society for Educational Research. Participates as a researcher in the PROCIE Group (University of Malaga). Coordinator of RUEDES, the University Network of Special Education Chairs and Degree Programmes. Member of: Academic Committee for Doctorates in Education (National University of Comahue) and Editorial Committee of Confluencia Magazine.

Maria de Fátima Damasceno Freitas, Universidad Nacional del Comahue

Master's Degree in Teaching in Digital Environments (MEED) - AUSA (Association of South Andean Universities), Unco Campus. University degree in Tourism. Portuguese teacher at the National University of Comahue. Participates in cultural, outreach and research projects at the university. Portuguese teacher in primary and secondary schools. Portuguese teacher and department coordinator at an institute. Tutor for online courses, Unco-Fadel, as part of the outreach project.

Maria Mabel Mora, Universidad Nacional del Comahue

PhD candidate in Education – Interuniversity Doctoral Programme in Education (UNTREF- UNLA-UNSAM). Specialist in educational inclusion of people with disabilities (U.C.C). Diploma in disability and human rights (U.N.R.). Diploma in Social Management and Disability Policies. Flacso- OAS. Professor of Education Sciences and Early Childhood Education (National University of Comahue). Responsible for training on inclusive education, disability and education in public (Carlos Fuentealba Teacher Training School – Neuquén Education Workers' Association) and private settings.

Karina Arch, Universidad Nacional del Comahue y Universidad Nacional de la Patagonia Austral

Doctorate in Education (National University of Comahue). Master's Degree in Integration of Persons with Disabilities (University of Salamanca). Specialist in Social Studies of Disability (Argentine Catholic University). Bachelor's Degree in Psychopedagogy (National University of Comahue). Professor of Psychopedagogy (National University of Comahue). Provincial Teacher (School No. 711). Adjunct Professor - (National University of Southern Patagonia - Caleta Olivia Academic Unit). Director of the School of Education (National University of Southern Patagonia - Caleta Olivia Academic Unit). Member of the Coordinating Committee in the position of secretary of the University Network for Special Education (RUEDES). Member of the Accessibility Committee (National University of Southern Patagonia).

Luciana Nieto, Universidad Nacional del Comahue

Bachelor's degree in Educational Psychology (John F. Kennedy University, Argentina). Currently pursuing a Master's degree in Psychological Studies of Teaching and Learning (San Juan Bosco National University of Patagonia). Postgraduate Research Training Programme (National University of Comahue).

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Published

2025-12-30

How to Cite

Celada, B. M., Damasceno Freitas, M. de F., Mora, M. M., Arch, K., & Nieto, L. (2025). Schools that Listen: Student Narratives of Inclusion, Limits, and Horizons. Revista Latinoamericana De Educación Inclusiva, 19(2), 169–185. https://doi.org/10.4067/S0718-73782025000200169

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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