Abstract:
This text aims to analyze school practices designed to pupils identified as "disabled", and to highlight aspects of their cultural development, based on the cultural-historical approach, especially through the contributions of Angel Pino's works. The study includes analyses of reports written by Pedagogy students who monitored some "disabled" pupils who attend regular schools, from the perspective of "inclusive education". The analyses highlight some situations identified as "invisible" and "inaudible"/"silenced" for these children. We argue that these situations are social practices full of meaning and this social production marks the cultural development and constitution of all people involved: the pupils, the teacher and the academic students.
Keywords :
Inclusive education; Disabled pupils; Cultural-historical psychology; "Included" pupils