Representaciones Sociales de docentes de primera infancia sobre la educación inclusiva

Abstract

The purpose of the current research was to characterize the social representations built by a group of early childhood teachers about inclusive education and to discover their attitudes towards it. The research was focused on a qualitative and interpretative study and presented four phases for its realization: Construction of the object of study, Design and construction of techniques and instruments of information collection, Systematization and analysis and Interpretation and findings. The target population was made up of 9 teachers of the Antonio García I.E.D. high school. It found that the most common representations of teachers are related with the concept they have of inclusive education, with the values with which they relate it, with their feelings about inclusion, with their professional practices and personal experiences related to inclusive education. In addition, it was evident regarding the educational practices that teachers have a positive attitude for working with diverse populations, but they express the shortage of academic training of the institution's teachers concerning inclusive education. Finally, some tensions were found in relation to the theory (Public Policies, Laws, Decrees, etc.) and the reality of the pedagogical practices that take place in the classroom.