Imaginarios sociales sobre los procesos de inclusión e integración de una comunidad educativa en Concepción, Chile
Year: 2025
Type: article
Abstract: In recent years, regulations and pedagogical practices have widely promoted school inclusion. However, the question arises as to whether these practices are truly inclusive or if, on the contrary, they remain within a predominantly integrative paradigm. This article looks at this problem through the lens of the theory of social imaginaries. Its goal is to find the main and new social imaginaries that teachers and the School Integration Program (PIE) team in Concepción, Chile use to talk about inclusion and integration in their work. So that this could happen, two clear goals were set: (i) to look at the interviewees' words and (ii) to find the social images connected to inclusion and integration in the PIE team's teaching methods by using the stories they gathered. The study was conducted using a qualitative interpretive approach within a phenomenological framework, applying content analysis techniques. The results showed that social imaginations related to the idea of integration were most common. These imaginations were shaped by the rules that govern PIE. However, an alternative imaginary oriented toward school inclusion also emerged, reflecting a tension between these two paradigms within the studied educational context.
Authors: Oscar Fernando Basulto Gallegos, Constanza Gim Sepúlveda, Ricardo Castro Cáceres
Institution: Universidad Católica de la Santísima Concepción
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4409060275