Resumen en inglés

Educational attention to students with disabilities has gone from being an object of study in the philosophical, pedagogical and didactic fields to a demand of contemporary society expressed in legal regulations that claim the right to education without discrimination. The report presented here is the result of the retrospective analysis of the author's own experience as a teacher of Social Sciences, in his attempt to include a visually impaired student in an institutional classroom reality. Based on Max Van Manen's Phenomenology-Hermeneutics, a qualitative, critical and phenomenological methodological design is constructed that allows retrospective analysis and that, with the conversational interview as a research technique, allows the achievement of the proposed objectives. The result is a phenomenological-hermeneutic document, which aspires to be a theoretical understanding of the lived experience and, at the same time, a contribution to the construction of an inclusive didactics of Social Sciences, understood as a science of the construction of meaning.