Representaciones sociales de profesores respecto de la diversidad escolar en relación a los contextos de desempeño profesional, prácticas y formación inicial

Abstract

Understanding the school diversity from a wide position, located in the school as a place for social participation, this article inquires in the social representations of teachers according to school diversity, in relation to the contexts of professional performance, practice and initial training. In connection with this, this article also analyzes how the representations affect teaching practices inside the classroom. Based on grounded theory, three teacher's interviews, done in the Metropolitan Region, were analyzed. The richness of the data itself allowed building the theory underlying the subjects regarding diversity. The purpose of this article is to contribute to the debate about the tension of the concept of school diversity and democratization of the school in order to generate a national school inclusion.