Multiple differences in schools and the lurking cruelty. a future towards inclusion in Argentina

Abstract

Our experience indicates that an inclusive school is diverse. Space and time for learning and teaching are flexible; a single layout of the body and furniture is not needed; learning does not occur only in the classroom. On the contrary, the familiar outside and the knowledge of other contexts are included within the teaching approaches. Micro-political interactions are multiplied and have a leading role in inclusive classrooms. In this inclusive classroom the possibility to ask for help, to express needs and desires, to count on a group of partners who are available to listen to and cooperate in others ́ learning process while creating a critical collective subject and possible connections is present. Cruelty is evident when there is no possibility of including the other in a vital individual and collective project, and therefore, detriment, exclusionary differentiation and violence occur. Being able to have an educational space in which the possibility to express oneself helps students to become autonomous, reveals a receptive future to the differences within oneself and others. In this way, students are able to fully participate in the construction of the norms that allow people coexistence while merging, teaching and learning.