Objective:

to identify, make visible and analyze precursor practices of a true inclusive education in Santa Marta, starting with the creation of special programs in regular classrooms between 1974-2000.

Originality/contribution:

the preeminence of making visible the pedagogical practices in this field is presented, which constitutes a starting point to investigate and transcend the doxa of this type of education. Assuming democratic culture as the essence of inclusiveness implies transcending the idea that ties it and links it only to the attention to populations in conditions of ‘disability’.

Method:

the case study was applied from an ethnographic approach. The personal experience in this educational field constitutes an epistemic reference that takes into account the biographical and autobiographical voices of those who today bear witness to transformations at a personal, professional and institutional level.

Information Gathering/Strategies:

the documentary review, the collection of information provided through conversations with the teachers identified for this research, as well as from a segment of the community that at that time was attentive to these processes (teachers, directors, families) were key for the development of the research.

Conclusions:

the first teachers who attended to school diversity went beyond the imperatives of current regulations, acted without prejudice, with open and democratic attitudes. The biographical and autobiographical narratives made it possible to find diverse voices that, in their specific contexts, reconstruct conceptions, perceptions, motivations and build humanizing knowledge and wisdom.

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