Inclusión escolar de niños, niñas y adolescentes en sistemas de protección desde la visión de tres actores pertenecientes al sistema.

Abstract

This research aims to understand how arise revolve around relationships, processes of school inclusion of children and adolescents in protection systems, from the visions of three participating actors. For this qualitative research, which developed from the principles of hermeneutics was raised. Data collection was obtained from in-depth interviews and search of theoretical material in relation to the phenomenon. Information collected will be systematized through techniques of content analysis of categorical type, based on this three main categories that emerged were: types of relationships, meanings (inclusion, integration and school exclusion) and experiences of school inclusion. From the categories it was concluded that the type of perception educational authorities towards children and youth in care in protection centers in some cases is so "negative", creating difficulties in the relationships established between members that make part of the educational context, however, there is also some assertive relationships with peers and teachers. With respect to the meanings the terms inclusion, integration and school exclusion are connected recognizing that it is necessary to take into account the students' abilities and set aside the prejudices that may arise. Finally it was found that the experiences of the participants can generate contributions from their cotidianidades, these contributions that could enable inclusive education in this population.