Abstract

ROSSATO, Maristela  and  MARTINEZ, Albertina Mitjáns. Social subjectivity of the school and challenges to inclusion. Rev. Educ. Espec. [online]. 2023, vol.36, e84710.  Epub Oct 09, 2024. ISSN 1984-686X.  https://doi.org/10.5902/1984686x84710.

The article aims to promote a reflection on the value of the school's social subjectivity in understanding school educational processes and its contribution to educational inclusion processes. The concept of social subjectivity will be worked on in the context of the Theory of Subjectivity developed by Fernando González Rey, in a cultural-historical perspective. Social subjectivity can be defined by the production of social groups from the set of beliefs, normativity, values, representations, etc. that constitute and permeate their actions and relationships. Throughout the article, studies carried out over the last 20 years that worked with the concept of social subjectivity in the school context are explored, extracting contributions to face the challenges of consolidating educational inclusion. Through the analysis of the research, 3 (three) comprehensive dimensions were identified that help in understanding how the social subjectivity of the school can act in the consolidation of principles, correction of distortions and overcoming prejudices to the processes of school inclusion. Contributions to the constitution of the social subjectivity of the school, the value of recognizing the social subjectivity of the school and the challenges to promoting changes in the social subjectivity of the school were highlighted.

Keywords : Social subjectivity; School inclusion; Special Education.

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