Postgraduate Training in Inclusive Education: An Academic Space Built from Personal Experience and Sustained from Alternative Research

Abstract

Communicating an experience of postgraduate training in inclusive education constitutes a space to think about other ways of doing education, where the views, the way of doing and the way of feeling stress a homogenizing school and social grammar that excludes. The experience has as its framework and context the National University of Jujuy, a public and frontier institution where the postgraduate course Specialty in Inclusive Education was created, which meant rethinking inclusion from a broader perspective based on uncertainties, transformations and also some certainties. The experience is organized in three main moments: the beginnings of the design of the postgraduate career as a sustained proposal from personal experience; then, the curricular organization of the course, where the modules combine a meeting of knowledge. Finally, the justification for an educational research proposal with a shift towards a post‑qualitative and post‑humanist subjectivity that focuses its attention on the experiences and experiences of the subjects.
Through autobiographical writing, we seek to recover the knowledge of lived experience, where the intention is not only to socialize the process of building a postgraduate career, but also to revalue knowledge and professional practice in order to discover who I am, where I am going and what my challenges are. This experience of organizing and directing a postgraduate career constitutes a time and space for reflection, which allows me to re‑think the processes of continuous training of teachers and inclusion as a mobilizing axis and ruptures of hegemonic positions.