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INTEGRACIÓN DE ALUMNOS CON NECESIDADES EDUCATIVAS ESPECIALES: ¿ EXISTE COHERENCIA ENTRE EL DISCURSO Y LAS PRÁCTICAS PEDAGÓGICAS EJERCIDAS POR LOS PROFESORES BÁSICOS? Integration of students with special educational needs: ¿Does coherence exist between the discourses and pedagogic practices exercised by primary teachers?

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dc.creator Andrea Vega Godoy
dc.date 2009-01-01T00:00:00Z
dc.date.accessioned 2015-07-20T22:29:19Z
dc.date.available 2015-07-20T22:29:19Z
dc.identifier 0716-050X
dc.identifier 0718-0705
dc.identifier https://doaj.org/article/aef41979b3964046b91f41370e4f1232
dc.identifier.uri http://evidence.thinkportal.org/handle/123456789/22129
dc.description Este artículo presenta los resultados de una investigación realizada a través de un estudio de casos, cuya finalidad consistió en develar, por medio del análisis de los discursos, las representaciones simbólicas que tienen los profesores básicos sobre la integración de alumnos1 con necesidades educativas especiales. Las técnicas de recopilación de la información fueron la observación participante, entrevista en profundidad y cuestionario. Los resultados encontrados evidencian que los docentes estudiados presentan un discurso -respecto de la integración educativa- incoherente con su práctica pedagógica, lo cual estaría incidiendo en la generación de prejuicios y estereotipos profundamente internalizados por los docentes del estudio. Estos prejuicios al no ser reconocidos como tales, repercuten directamente con el quehacer docente en relación a alumnos con necesidades educativas especiales.<br>This article presents the results of a research realized by a study of cases, which purpose consisted in demonstrate, by means of the analysis of the discourses, the symbolic representations that the Primary teachers have about the students integration with educational special needs. The methods to get a summary of the information were: the participant observation, interviews in depth and questionnaire. The results demonstrate that the studied teachers present an incoherent educational integration discourse respect to their pedagogic practice, which could be affecting in the prejudices generation and stereotypes deeply internalized by teachers of the study, those who, on not having been recognized like such, reverberate directly with the educational occupation in relation to students with special educational needs.
dc.language English
dc.language Spanish
dc.language Portuguese
dc.publisher Universidad Austral de Chile. Facultad de Filosofía y Humanidades
dc.relation http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-07052009000200011
dc.relation https://doaj.org/toc/0716-050X
dc.relation https://doaj.org/toc/0718-0705
dc.source Estudios Pedagógicos (Valdivia), Vol 35, Iss 2, Pp 189-202 (2009)
dc.subject Representaciones sociales
dc.subject necesidades educativas especiales
dc.subject integración
dc.subject discurso docente
dc.subject discriminación
dc.subject diversidad
dc.subject social Representations
dc.subject special educational needs
dc.subject integration
dc.subject educational speech
dc.subject discrimination, diversity
dc.subject Theory and practice of education
dc.subject LB5-3640
dc.subject Education
dc.subject L
dc.subject DOAJ:Education
dc.subject DOAJ:Social Sciences
dc.subject Theory and practice of education
dc.subject LB5-3640
dc.subject Education
dc.subject L
dc.subject DOAJ:Education
dc.subject DOAJ:Social Sciences
dc.subject Theory and practice of education
dc.subject LB5-3640
dc.subject Education
dc.subject L
dc.subject Theory and practice of education
dc.subject LB5-3640
dc.subject Education
dc.subject L
dc.subject Theory and practice of education
dc.subject LB5-3640
dc.subject Education
dc.subject L
dc.title INTEGRACIÓN DE ALUMNOS CON NECESIDADES EDUCATIVAS ESPECIALES: ¿ EXISTE COHERENCIA ENTRE EL DISCURSO Y LAS PRÁCTICAS PEDAGÓGICAS EJERCIDAS POR LOS PROFESORES BÁSICOS? Integration of students with special educational needs: ¿Does coherence exist between the discourses and pedagogic practices exercised by primary teachers?
dc.type article


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