Approaches to the issue of social inclusion in the context of two research on beliefs about play in teaching faculty at two children centers from the Secretaria Distrital de Integración Social (SDIS) Aproximaciones al tema de inclusión social, en el marco de dos investigaciones acerca de creencias sobre el juego en la práctica docente del profesorado en dos centros infantiles de la Secretaría Distrital de Integración Social (SDIS)

Abstract

Working in inclusion processes is one of the challenges contemporary teachers face. But, do they really have an idea of what does it mean to talk about inclusion? ¿From which theoretical references they articulate their speech? How the teacher assumes the difference, recognizing his self asdifferent? Do they know what is the otherness and can he recognize his self in front of it? These are some of the questions from which this paper is developed. The approaches to the topic are framed in two research projects carried out since 2008 in the PhD department of the Universidad de Granada, in Spain, and the Research Center of the Universidad Pedagógica Nacional, in Colombia. The projects were developed with two kindergarten teachers from the Secretaría Distrital de Integración Social, whose pedagogical work deal with social inclusion. In this context the investigative achieves are presented.