Contribuciones del enfoque etnográfico a la investigación sobre alumnos con discapacidades múltiples en proceso escolar

Abstract

Based on the theoretical contributions of the historical-cultural psychology, the objective of this paper is to analyze how the ethnography approach can contribute to identify details commonly ignored in everyday school relationships and to favor the recognition of possibilities of human development, especially in contexts of diversity and adversity. The empirical data were collected in a special school for people with multiple disabilities. The analyses reveal not easily perceived possibilities of development of students.