Social representations of educational inclusion: a sample of secondary school teachers in the autonomous city of Buenos Aires

In recent years, international studies have shown that generating inclusive school environments has become a great challenge due to various factors such as poor teacher training, labeling situations and the emergence of previously excluded social sectors. Within this framework, we present a research whose objective was to analyze the social representations of educational inclusion of Buenos Aires teachers. The sample was a non-probabilistic purposive sample composed of 248 subjects between 25 and 67 years of age (M = 45; SD = 10.488), who were administered the technique of word association with the term educational inclusion. The results obtained show that teachers think of educational inclusion in terms of the right to education for all people, moral principles and the teaching-learning process that requires collaboration and teamwork. Likewise, no differences were found in the meanings of social representation according to the different variables considered -gender, age and teaching seniority-. It is concluded that it would be a hegemonic social representation, which is imposed as the dominant vision of reality given its high degree of adhesion and is transversal to different social groups.