This article corroborates the inclusive nature of photographic narrative in teaching situations mediated by digital hybrids. It represents an attempt to address growing concern about use of technological media in teaching that does not facilitate the learning process or leverage these tools by proposing actions that promote higher mental processes and consequently the development of students and teachers in diverse and inclusive educational environments. The essence of inclusive education processes is discussed, followed by an analysis of the knowledge and procedural principles that teachers should possess in order to attend to and maintain the value of this type of education. To this end, a review is conducted of the different approaches to curriculum theory. The article concludes by stating that from the perspective of an inclusive education, it is necessary to promote students’ interpersonal relationships within their peer group. The process of jointly constructing meanings and drawing conclusions from the analysis, questioning and deliberations that emerge when contrasting different views on the content of images taken by the group facilitates participants’ mutual knowledge in these training situations.

Teacher professional development; Lifelong learning; Inclusive education; Narration; Photography.