The voice in the eyes: Photovoice as a methodology to explore inclusion-exclusion processes from the students’ perspective

Summary

This article analyzes the narrative-visual methodology known as “Photovoice” from its implementation and use in two cases, in the context of an inclusive school development plan based on the approaches of the Index for Inclusion. This plan seeks to promote, through the participation of the school community itself and the lifting of the voice of students, the production of a plan to address the barriers to inclusion detected by the collective. Methodologically we proceed through two cases, the production of information is carried out through field notes of each of the sessions by the team of collaborative advisors, being supplemented by the material produced by the students themselves and a final interview to the team. By means of a qualitative analysis, three central categories are identified, namely: Design, Implementation, Contributions and barriers in the self-exploration process. Each of these categories is associated with problems and strategies adopted for their solution, as well as potentialities for addressing diversity. The results allow to account for an approach that facilitates both the participation and the construction of a knowledge of the school in a plane of sensitive experience that breaks into the school space problematizing a series of elements that escape the use of questionnaires as a privileged strategy.