Young people and Adults´ Secondary School Teachers facing Educational Inclusion

  • Angelina Maselli Universidad Nacional de Cuyo
  • Mercedes Molina Universidad Nacional de Cuyo
  • Ana Pimenides

Keywords:

lifelong learning, secondary level, educational inclusion, social representations

Abstract

The article aims to analyze the social representations of teachers about the processes of educational inclusion in secondary education for youth and adults. This approach is built on the basis of the inclusion of sectors that were excluded from the possibility of exercising the right to education. The ways in which teachers give meaning to inclusion is what we want to know, through the conceptual framework provided by the theory of social representations. The methodology combined qualitative and quantitative data collection strategies. The findings lead to affirm that social representations of teachers are complex and are traversed by contradictory conceptions. There is confidence in the possibilities of transforming and improving life opportunities offered by education, while underlying characteristics of a school closer to reproductivism positioning notions and meritocratic perspective.

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Author Biographies

Angelina Maselli, Universidad Nacional de Cuyo

Docente-investigadora de la Universidad del Aconcagua y Universidad Nacional de Cuyo, Mendoza, Argentina. Educación de Jóvenes y Adultos - Políticas Públicas. Godoy Cruz, Mendoza, Argentina

Mercedes Molina, Universidad Nacional de Cuyo

Investigadora del Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) y docente-investigadora de la Universidad Nacional de Cuyo, Mendoza, Argentina. Educación de Jóvenes y Adultos – Género – Derechos Humanos

Ana Pimenides

Centro de Investigaciones de la Universidad del Aconcagua. Luján, Mendoza, Argentina

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How to Cite

Maselli, A., Molina, M., & Pimenides, A. (2015). Young people and Adults´ Secondary School Teachers facing Educational Inclusion. Praxis Educativa, 19(3), 53–61. Retrieved from https://cerac.unlpam.edu.ar/index.php/praxis/article/view/1078

Issue

Vol. 19 No. 3 (2015): septiembre-diciembre

Section

Artículos

License

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