Perception and attitudes towards educative inclusion of teachers of Soledad, Atlántico (Colombia), 2008
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Abstract
Based on world-wide policies of social inclusion and sociodemographic characteristics of vulnerability of the municipality of Soledad, this investigation’s objective was to characterize and to interprete the attitudes of the teachers of Soledad towards educative inclusion, from their own perspective, through the application of a scale of attitudes, the analysis of their speech and persistent observation. Hermeneutic metodology was applied, using: multiple triangulation, the attitude scale (EAPROF) as a pretext to the interviews and the interviews focused with key actors, constrasting with field observations. With the attitude scale the ambivalence towards the educative inclusion in the attitudes of teachers was identified and from the analysis of their speech 10 categories emerged that show the importance and urgency of conducting actions to cause favorable attitudes in the teachers, to ensure therefore the success of inclusion in the municipality of Soledad
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