Abstract

BATISTA SARDAIN, Patricia. Diagnostic indicators for study of educational inclusion-exclusion´s process in Cuban school. UH [online]. 2019, n.288, pp. 186-213.  Epub Sep 01, 2019. ISSN 0253-9276.

The school is an institution recognized for its social relevance. It imposes the rethinking of scientific, institutional and teaching actions to contribute to the formation of more conscientious and consistent citizens with respect for diversity. Addressing it from the perspective of the process of educational inclusion-exclusion makes possible the transformation placing in the center the impact of social / group subjectivity in the reproduction of discrimination and prejudices; as well as the institutional responsibility in the legitimation of excluding dynamics. Based on a mixed methodology, a group of indicators are offered that facilitate the characterization of this process based on analysis in Cuban schools of medium and high school levels. The group activity in the school regulated by the institutional strategies, the role of the teachers in how the processes of inclusion-exclusion occur and their expression in the group organization, are some of the main results of the analysis.

Keywords : school; inclusive education; educational exclusion; school group; Cuban school.

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