INCLUSIVE EDUCATION: A REFLECTION FROM AUTOBIOGRAPHICAL NARRATIVES

The present text emphasizes the possibility of successful experiences developed at the Padre Luis Cecchin Institute with children and adolescents considered to be in a situation of social vulnerability. The focus of the research was centered on the discourse of graduates and the due observation of their formative processes. The listening exercise was carried out and through the methodological modality Autobiographical Narratives we attest possibilities about work experiences that we can call Inclusive Education, based on Non-formal Education, whose principles defend opportunities for coexistence and living with equity for all. From a humanizing and humanizing perspective, we seek to develop an opportunity for integral development through strategies, techniques and educational practices that contemplate and favor a quality education, exploring several dimensions of education. Among the authors who defend these principles and who supported the present work we highlight Mantoan (2015), Gohn (2015) and Arroyo (2012).