Inclusión, una mirada hacia la comprensión de las voces de los docentes

Abstract

Analytical summary The objective of this study is to understand the social representations of a group of teachers in relation to pedagogical practices and to co-construct a proposal for the construction of peace from an inclusive approach. The study participants were 12 teachers from the Sagrada Familia Educational Institution of the Puerto Tejada Municipality, Department of Cauca, who agreed to provide information about social representations about disability, and inclusive pedagogical practices; information that was collected from the semi-structured interview, workshop and completion of the public format, individual plan of reasonable adjustment, (PIAR) .The study was oriented under a qualitative approach, responds to the methodological epistemic approach of political ontological hermeneutics, because it aims to give an account of the understanding of the narratives of the teachers who participated in this study. It was possible to show the presence of attitudinal barriers as part of the representations regarding disability and traditional pedagogical practices, which concern low participation. As a result, the educational proposal of social agency is consolidated, "classroom project" called: re meaning pedagogical experiences a bet for the construction of peace, which took into account the principles of Universal Design for Learning (DUA). Keys: Social representations, pedagogical practices, disability, inclusion, peace building.