Research into Special Education Policy in Argentina: reflections on a methodological and epistemological path

Abstract

This article describes and reflects on the methodological and epistemological framework of a doctoral thesis in Social Sciences on the educational policy of Special Education in Argentina, specifically in the province of Entre Ríos (1993-2013). Central aspects of the topic in which the research is inscribed are first discussed, and a state of the art of the studies and intersections that preceded the research is presented. Two study groups are located: on the one hand, studies that focus on social sciences and disability, and on the other, studies focused on education and disability. Finally, the different methodological and epistemological decisions and focalizations (Muñoz, Naput, 2001) made in the construction of the thesis are reconstructed.