Phenomenology of the educational inclusion of blind students in the teaching of Social Sciences in the city of Montería

Abstract

Educational attention to students with disabilities has gone from being an object of study in the philosophical, pedagogical, and didactic field to a requirement of contemporary society expressed in legal regulations that claim the right to education without any discrimination. The article collects the results of the homonymous degree work, presented to qualify for the title of Master in Social Sciences, which constituted a retrospective analysis of the author’s own experience as a teacher of Social Sciences, in his attempt to include a student in condition of visual disability, in an institutional classroom reality. Based on the Phenomenology-Hermeneutics of Max Van Manen, a qualitative, critical, and phenomenological methodological design was built that allowed retrospective analysis and that, with the conversational interview as a research technique, made it possible to achieve the proposed objectives. The result was a phenomenological-hermeneutical document, which aspires to be the theoretical understanding of the lived experience and, at the same time, a contribution to the construction of an inclusive didactics of the Social Sciences, understood as a science of the construction of meaning.