Imaginarios de la inclusión escolar: un análisis de la homo-lesbo parentalidad en la escuela

Abstract

The objective of this graduate work is to identify and analyze the social imaginaries in the school, taking into account the dynamics of inclusion in homo-lesbo-parental families in the educational context. This research gathers the main narratives about homo-lesbo parental families, answering some questions such as: What are the dynamics of inclusion in the school of your son or daughter, what do you understand by homo-lesbo parentality, what criteria should a homo-lesbo parental family take into account to choose the school of their children, among other questions that were asked to the students, among other questions that were asked to the participants, where a collection of narratives was made from the social imaginaries, from a qualitative approach, a narrative design of topics and using tools for data collection such as individual and group interviews, it was analyzed from the construction of social imaginaries understood as a key term for the interpretation of the dynamics of inclusion, homo-lesbo parentality and school. The main results indicate that the construction of social imaginaries regarding homo - lesbo parental families at school is the lack of knowledge and tools that the state and institutions can provide to teachers in order to promote these dynamics of inclusion to Imaginarios de la inclusión escolar 6 students, among teachers and parents, thus denying spaces for recreation and recognition of homo - lesbo parental families. Key words: Social imaginaries, education, school, homo - lesbo parental families, inclusion dynamics, semi-structured interview and focus group.