| Abstract [eng] |
How does a Catholic educational institution become inclusive? This is the question that inspiredthis thesis. It opened up the possibility of an autoethnographic approach that enabled theexploration and description of the culture, philosophy, principles and processes of becoming of aparticular educational institution. It is a scientific study of a decade of history lived by onecommunity and at the same time a rather personal narrative. I have written the story of the genesisand transformation of an educational community because it is at this moment in time that thisexperience of inclusive education is worth telling and entrusting to those who are just beginningto realise the possibility for every child to be present and to learn in the closest educationalinstitution. I have sought to touch on and describe the experiences of the first two decades of inclusive Catholiceducation. To adequately narrate the story of the past decade (2011-2022) of the aforementioned,I first engaged in a hermeneutical phenomenological study of the experiences of the graduates ofthe previous (2001-2011) decade of Catholic schooling. I asked them What does it mean to learnin an inclusive Catholic school? The significance in the findings is the relationship that the researchparticipants create: both through the ambivalent experience of sacred space, through the trustingor constantly fractious relationships between students and teachers, and through the forms ofintegration of the body's disability, and thus its mortality. |
