Trayectorias, acompañamientos y discapacidad en la formación docente: sentidos y tensiones en institutos superiores de formación docente

Abstract

This article presents the results of a study that explores the modalities of institutional and pedagogical support for students with disabilities in teacher training institutes in Comodoro Rivadavia, Chubut. The study is grounded in relational-dialectical (Achilli, 2005) and ethnographic approaches in education (Rockwell, 2009), which make it possible to construct situated knowledge based on the experiences of institutional actors. We analyze the accounts of program coordinators, student affairs staff, administrative officers, and management teams to understand how, in everyday practices, meanings about disability, autonomy, and teacher education are constructed. The results show that educational trajectories take shape as non-linear processes, shaped by structural inequalities and by tensions between inclusive policies and precarious material conditions. In the absence of specific regulations and sustained resources, institutions develop singular, relational forms of support that express an ethic of care and collective responsibility. The analyses reveal that meanings around disability and professional practice are contested within a field of tensions where gender and ableism intersect. To accompany students thus entails a pedagogical and political practice that challenges the ideology of normality and affirms the right to a more just and inclusive teacher education.