Análisis de los significados de los docentes sobre la inclusión social de hijos de familias homoparentales en una institución educativa del municipio de Chía

Abstract

The following research addresses the meanings of teachers on social inclusion of homo families in an educational institution of the municipality of Chia, Cundinamarca. Since these conformations family have built in our country, it is pertinent to approach this social phenomenon, both the strategic role of the school as the setting for socialization and the specific context where research forward. An investigation of qualitative was raised with a narrative design topic in which five teachers participated, to a semi-structured interview established from six categories of analysis (sexual and gender diversity, social inclusion, homoparental families institution he held education, education and strategies). In their narratives, teachers showed an understanding of social inclusion from exclusion, based on the model of disability and / or special needs. It also identified that only contemplate family conformations subject to traditional frames, and under what place it as ignorance on the subject, do not consider the possibility of creating own strategies that mobilize social inclusion of homo families in the academic community.