Imaginarios sociales de discapacidad que tienen niñas y niños de primero y segundo de primaria en un establecimiento educativo

Abstract

This research focuses on investigating the social imaginaries of disability that girls and boys in the first and second grades of primary school have been building at Charry IED School, in regular classroom interactions. This research is of a qualitative type, it is framed in the ethnographic method, resorting to participant observation as a facilitator to investigate the reality of the school context from the voice of childhood. Likewise, the semi-structured interview and the elaboration of iconographies are used to reveal the topic of interest, in a focus group made up of fifteen (15) students from the first and second grades of primary school, whose ages range from 6 to 8 years. It seeks to identify the feelings, representations and actions or cultural practices that make up the imaginary, based on Castoriadis, Rincón and Triviño, with an approach to the conceptual categories of childhood, disability, imaginaries and inclusive culture from public policies. It is our interest to give a voice to the girls and boys who are part of the school dynamics in the inclusive school, since their voices around living with their peers with disabilities have not been made visible.