The curricular of ESI in initial teacher training: becomings and resumption

Abstract

This article describes the process of curricularizing ESI in initial teacher training in the province of Chubut, particularly in higher education institutions, as a result of a pedagogical policy framework that created conditions for such a transformation. It also describes how its incorporation enabled modifications in the pedagogical-didactic and ethical-political approach to training, presenting scope, challenges, and new approaches within the framework of national and jurisdictional anti-rights policies. At this point, we must refer that it is prepared by recovering some results of the fieldwork carried out for the Master's degree in Education at the National University of Quilmes (2022), in the final thesis that investigated the pedagogical challenges linked to ESI in the professional development of beginning teachers of Special Education with a focus on intellectual disabilities, in Esquel (Chubut), between the years 2019 and 2022, based on the enactment of ESI Law No. 26,150 and the national and jurisdictional pedagogical political framework that began in 2006, taking as a case study graduates from the only institute with such an offer in the town.