LAS FORMAS DE NOMBRAR LAS DIFERENCIAS EN EL APRENDER DE LOS ALUMNOS/AS. ENTRE LA EXPERIENCIA ESCOLAR COTIDIANA Y LAS POLÍTICAS DE INTEGRACIÓN Y DE INCLUSIÓN EDUCATIVA.

The present paper puts forwards progress made in a research that focuses on the relationship between the ways in which teachers of common education denominate the student's learning problems and the educational policies of integration and inclusion in contexts of social inequality In the province of Chubut. This research aims to expand the theoretical knowledge about these socioeducational processes, by analyzing the ways in which teachers interpret the statements of the policies of integration and educational inclusion with respect to the students who are the target group for special education assistance. This allows us to pose questions regarding what it is meant as a 'learning problem'. The study of this subject carries with it contribution to the academic discussions concerning the production of the so-called 'problems of learning' in the school's context in the changing relationship in the pair common education - special education. [ABSTRACT FROM AUTHOR]