Representaciones sociales sobre Síndrome Down: acercamiento a las narrativas de las niñas y los niños, y la promoción de prácticas inclusivas en el aula

Abstract

The present study focuses on amplifying the perspectives of three girls and three boys in the first grade at Santa Luisa School regarding Down syndrome, specifically through their interaction with a peer with Down syndrome in an inclusive school setting. Conducted as part of a Master's degree in Childhood and Culture with an emphasis on the History, Imaginaries, and Social Representations of Childhood, the research aims to understand the social representations that these children have constructed about this condition. It seeks to give voice to their knowledge, concepts, doubts, ideas, feelings, and practices fostered through the relationship established in the school environment. In this context, it becomes crucial to investigate the social representations that children develop in relation to Down syndrome, understanding that social representations are human constructions that guide the actions and understandings that individuals have of their social world, as well as the shared beliefs and knowledge within a community. The methodology employed is qualitative and phenomenological, utilizing records of participatory and non-participatory observations through field notes, semi-structured interviews, and drawings created by the participating subjects. The approach was designed to allow the children to express their viewpoints without restrictions or adult influences, recognizing both individual and group discourses. The aim was to promote institutional inclusive practices based on empathy, respect, and the recognition of differences, highlighting the potential of childhood to positively influence these processes.