ABSTRACT:

This paper aims to analyze the Inclusion Support Teacher’s (IST) working conditions in Córdoba, Argentina, based on Resolution no. 1.825, 2019, from the perspective of neoliberal influences on education in Latin America. The methodological course of this qualitative research of ethnographic inspiration found support in the historical-cultural theory, and counted on field research in Córdoba, bibliographic and documentary research, unstructured interviews and content analysis. The results point to the presence of effects of neoliberal capitalism in the education policy that guides the work of the IST. One of the effects that was noticed was the intensification of teaching assignments, which can result in an overload of work as the policy requires a “super teacher”, and contrasts with the adoption of a social conception of disability to guide the work of the IST.

KEYWORDS:
Teaching work; Special education; Teacher training; Argentina; Latin America; Education policy