The support teacher role in educational integrations: a reflection based on Hacking’s dynamic nominalism

Authors

  • Pamela Guardia Núñez Facultad de Ciencias Humanas, Universidad Nacional de San Luis

Keywords:

support teacher, educational integrations, dynamic nominalism, classifications, loop effect

Abstract

The aim of this work is to reflect on the role of the support teacher in educational integrations based on the contributions of Hacking, retaken by Martinez, with respect to dynamic nominalism. In this sense, we will reflect on the classifications and interaction of names with people in relation to the increasingly growing role of the support teacher within the common schools.

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References

Ley 24901 (2007). Sistema de prestaciones básicas en habilitación y rehabilitación integral a favor de las personas con discapacidad. Recuperado de: http://www.bnm.me.gov.ar/giga1/normas/5940.pdf

Martínez, M. (2010). Ontología histórica y nominalismo dinámico: La propuesta de Hacking para las ciencias humanas. Cinta moebio 39: 130-141. Recuperado de: http://www.moebio.uchile.cl/39/martinez.html

Prácticas y experiencias socio-pedagógicas

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Published

30-11-2019

Issue

Vol. 9 No. 13 (2019): Socio-pedagogical practices and experiences

Section

Open texts

ARK

https://n2t.net/ark:/32496/ARECS.v9i13.97

License

Copyright (c) 2019 Pamela Guardia Núñez

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.