Un "eslabón perdido" en la escuela: representaciones docentes en tiempos de inclusión.

Abstract

The proposal of the present work has been to describe and analyze the conceptions that teachers have of children in a school in San Carlos de Bariloche. Both on the part of the teachers as well as the media, there is a deference between the children who go to school today with “those from before” - something that is inaccurate in time -, so one of my The interest was to inquire about the teachers' perspective of that future and, if possible, also to gather information on how it affected their daily situations. The values turned out to be “the” recurring topic that the social actors themselves favored in the field, so they became an orientation of many of my lines of observation and analysis Consequently, I have especially pondered those meanings that teachers put into play in their practices, knowing that the explicit is based on implicit aspects, which shape teachers' expectations regarding their students by conditioning the links that are woven there. It is not only about what they say, that it could be simply recorded, but also about how, with what frequency and when they do it. I have also tried to find clues about the origin of these meanings that are transformed into action logics and performance criteria of social agents.