Imaginaries on educational inclusion in the professoriate of preschool and elementary school

Abstract

The research had as objective principal study the teachers’ imaginaries in the education given to the population of inclusion in an educational institution of the City of Pasto. A methodology was adop- ted from the qualitative approach, with an ethnographic research method; as research techniques and instruments, a survey was applied, a semi-structured interview was conducted, a review of the stories and administrative documents was made as secondary information, in order of understand imaginaries about the educational inclusion in the professoriate of preschool and elementary school. The sample was conformed by teachers belonging to the Francisco José de Caldas Municipal Educational Institution. With the information collected, the analysis of the narrative discourse of the interviewees was made, and also with the information of the secondary sources, to contrast with the existing theory. The fo- llowing were found as important conclusions: the narratives of the teachers focus their definition of so- cial imaginary on constructions, representations and ways of acting. The social imaginary and inclusive education in the Educational Project of the Institution, is directly related to the thinking of antiquity, showing a conceptual backwardness in this regard, which would affect the form of education imparted.