Representaciones sociales de la inclusión educativa en las docentes en formación de Licenciatura en Pedagogía Infantil 9°semestre de la Universidad de Pamplona.

Abstract

The process of educational inclusion implies that the educational community, specifically teachers accept the diversity in the classroom, since an inclusive education leads to recognize the same accept the difference and enrich the actions, human relations in the educational process. The word inclusion implies actions that move away from the reality we live; Include implies adding within something already defined, in this work we define it to society. This research work is based on the historical demand that has had in our country for more than two decades, the issue of social differences and the right to education and equality of opportunities guaranteed by laws, policies, decrees and guidelines that alone Have remained in the paper and although great progress has been made, it is a long way from meeting the objective, beginning with those who accompany the student's education, is the classroom teachers, who do not have the training to teach in the midst of diversity. The objective of this project is to analyze the social representations of teachers in undergraduate education in children's pedagogy 9th semester of the University of Pamplona in terms of educational inclusion and according to the above, an in-depth interview was conducted to eleven students and The qualitative approach will be assumed with the method of investigation of the Theory Grounded of Strauss and Corbin, whose procedure of analysis will be the codification (open, axial and selective) through the theoretical sampling which allowed to infer that the category that predominates in the teachers In formation is the disinformation and the theoretical bases to realize a true process of educational inclusion.