Funzioni e status dei saperi nelle situazioni d’inclusione educativa della prima infanzia
Philippe Mazereau
Starting from the analysis of interviews conducted with parents of children with disabilities, with teachers, special needs assistants and educational staff at nursery schools, the article examines the role of medical type knowledge, parents’ knowledge and pedagogical knowledge in the implementation of situations of educational inclusion of children. Our study demonstrates that medical diagnosis does not enable educational prognosis. Inclusion in an ordinary educational setting gives new importance to «profane» knowledge regarding guidance, learning and the effects of socialisation among peers. Specialist knowledge therefore must connect with and confront the new needs which characterise the educational activity of non-specialised personnel. Consequently, practical knowledge (which comes from activity) becomes important as it opens up to new professional awareness from the shared analysis of the educational routine.
