Socio-educational inclusion and pandemic. Contributions of cultural historical activity theory for reflections on the educational practice

Abstract

The work analyzes contributions of the Cultural Historical Activity Theory as a research-intervention tool to follow and enhance the efforts of reflection on the practice developed by school teams to achieve educational inclusion, as an aim of public policies both in the situation caused by COVID- 19 and in the future.
A conceptual perspective on psycho-socio-educational inclusion is established in which the works of this line of inquiry are registered, sustained in successive research and development projects, accredited and subsidized in a public university. Some particularities that have occurred in the institutional work for psycho-socio-educational inclusion are delimited, as a result of the measures adopted by the Covid-19 pandemic.
The main developments of the Cultural Historical Activity Theory are established, delimiting its key concepts through the journey through its Four Generations. Finally, the Workshops of Reflection on Professional Practice in Psycho-socio-educational Inclusion are described as a formative intervention based on the theory, to promote expansive learning cycles. This will be pursued by promoting agency in the subjects to cross borders, both professional and personal, and shape activity objects/objectives, as well as progressively more powerful and resilient forms of work over time.