Infancia con discapacidad: Imaginarios sociales y práctica pedagógica

Abstract

Historically, pedagogical practice with students with disabilities has been portrayed as an action derived exclusively from teacher training. However, social imaginary studies have shown that teachers' desires, feelings, and representations also impact their pedagogical actions. Similarly, public policies, territory, and families are part of this configuration of the social imaginary of childhood, highlighting persistent challenges in education and in the teacher-student relationship. In the context of rural education, examining teachers' social imaginaries regarding childhood with disability will allow for the identification of support opportunities within their territory that contribute to the improvement of pedagogical practice. This research focuses on unveiling the social imaginaries held by a group of four rural teachers at the IEDR Rionegro Sur in the municipality of Cáqueza regarding childhood with disability. The research was developed using a qualitative approach and an ethnographic method. As a result, it was possible to identify a transition between instituted and instituting imaginaries related to childhood with disability, finding a constant tension between instituted imaginary significations—such as the perception of disability as a lack or a burden—and the emergence of instituting imaginaries, where the child with a disability is recognized as a rights-bearing subject and part of human diversity. Likewise, it was possible to generate recommendations for the improvement of pedagogical practice.