Narrativas de maestros frente a experiencias de inclusión en distintos niveles socioeconómicos: ¿Adversidad o posibilidad?

Abstract

Carrying out inclusion in school contexts is the new challenge assumed by several countries that try to reduce and / or eliminate barriers to access to education. However, we must bear in mind that education can be affected by the socioeconomic level to which the school belongs, where it can be favored or conditioned because there are aspects such as the resources of the institution, the role of the family, the social context, the financing of the educational institution, among other factors that depend on economic factors. This research allowed the construction of teacher narratives in order to understand the relationships they establish between socioeconomic factors and experiences of inclusion, to identify possibilities or adversities of carrying out inclusion in classrooms.