Imaginarios de discapacidad sujetos y prácticas en instituciones educativas distritales de Bogotá

Abstract

This research project emerges from the researcher's interest in unveiling the different institutionalized and institutional social imaginaries presented by some teachers from several educational institutions in the District of the city of Bogotá in relation to disability. During this research process, key conceptual categories are taken up such as: Childhood, Disability, Inclusive Education, Culture and Pedagogical Practice, key concepts to understand the social, educational and institutional reality of the population with disabilities. To carry out this research project, a research exercise was implemented in the light of qualitative research and the interpretative approach, according to the context in which the pedagogical practices of the teachers participating in the semi-structured interview implemented as an information gathering technique are developed. These interviews allowed the systematization, analysis and interpretation of the different imaginary meanings, of the instituted imaginaries, the institutional imaginary and the tensions that arise between the Public Policies of Inclusive Education and the pedagogical actions and practices that the teachers develop within the classroom. Finally, in the conclusions it was found that teachers who serve the population with disabilities must continue to be qualified and trained, in order to achieve greater access, permanence and transition of children with disabilities within the framework of a quality and equitable education.