Resumo

GARNIQUE C., Felicita. Social representations: How teachers of basic education face school inclusion. Perfiles educativos [online]. 2012, vol.34, n.137, pp.99-118. ISSN 0185-2698.

This article deals with the social representations of school inclusión that have been constructed by teachers in the basic education level of the Mexican educational system. In it the author reports the results of a field study carried out in a primary school in the Northwest area of Mexico City based on a qualitative methodology in which she combined participating observation and document checking, the implementation of a questionnaire and interviews to 17 teachers in basic and special education, who were gathered in three categories: educational agents, inclusive teachers and collaborating teachers. In this article the author presents some of the results shown by her analysis of the contents and meanings shared by the group she called "inclusive teachers".

Palavras-chave : Social representations; Basic education; Inclusion; Qualitative research.