Narrativa, subjetividad y enunciación: reflexiones teóricas y metodológicas de emancipación
DOI:
https://doi.org/10.26512/lc.v20i42.4297Palabras clave:
Consultoría, Empoderamiento, Escuel, ProfesoresResumen
Este artículo describe el proceso de transformación de una organización educativa que ofrece consultoría para la inclusión de alumnos con trastornos del espectro autista. Relata las perspectivas de los consultores que han ayudado a crear e implementar los cambios y de los maestros que recibieron las directrices. Un modelo tradicional de consultoría se convirtió en un modelo de empoderamiento y pretende promover la capacidad del profesor y fomentar las innovaciones. Los resultados de este estudio sugieren que los cambios en la práctica pedagógica condujeron a una mejora en la atención del niño/joven con autismo y que se fortalecieron los participantes y los consultores.
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