Revisión y Análisis Documental para Estado del Arte: Imaginarios Sociales sobre Inclusión Educativa

Authors

DOI:

https://doi.org/10.4067/S0718-73782017000100017

Keywords:

Documentary analýsis, Educational integration, School segregation, Educational needs, Teachers

Abstract

This article presents the results of the first moment of the doctoral thesis entitled "Social Imaginary inclusive education teachers that conform classroom teams”. The purpose was to identify the theoretical and research in educational tensions by collecting the information from an hermeneutical / documentary method. The findings indicate that with regard to the theoretical trends, theories of education bases, sociological and curriculum are predominant; among the objectives and methodologies found, the most common are the descriptive and positivists type, where the main sources of information are documentaries, teachers and students. It can be seen therefore limited research to deepen and articulate educational inclusion from comprehensive approaches or specifically from the theory of social imaginary.

Author Biography

Ricardo Andrés Castro Cáceres, Universidad Católica de la Santísima Concepción

Profesor de Educación General Básica y Profesor de Educación Diferencial. Psicólogo. Magíster en Educación Diferencial. Magister en Educación. Master en Psicocoaching. Master en Psicología Educacional.    Doctor © en Educación Universidad Academia de Humanismo Cristiano. Profesor Universidad Católica de la Santísima Concepción. Se ha desempeñado profesionalmente como docente, coordinador de Centros de Recursos y Director de Escuela. Jefe de la Carrera de Educación Diferencial, Académico de pre y posgrado; consultor; y relator en temas sobre Educación Inclusiva.

Published

2017-05-15

How to Cite

Castro Cáceres, R. A. (2017). Revisión y Análisis Documental para Estado del Arte: Imaginarios Sociales sobre Inclusión Educativa. Revista Latinoamericana De Educación Inclusiva - Latin American Journal of Inclusive Educatio, 11(1), 283–297. https://doi.org/10.4067/S0718-73782017000100017