Female educators and their ideas about the concept of inclusion: the case of the teachers of the “Francisco Gabilondo Soler” Kindergarten

Abstract

This article analyzes the process of resignification of the ideas of a group of four educators from the “Francisco Gabilondo Soler” Kindergarten about the concept of inclusion, based on the training received as a preparation for the implementation of the new curricular proposal of the New Mexican School. We addressed it through the premise that the dynamics of content appropriation is an unequal process, in which structures of knowledge transmission and instituted participation in school spaces interact as well as the knowledge, values and beliefs that teachers have assimilated throughout their careers. A qualitative methodology was used, based on series of interviews before and after the training workshop and the Technical School Council sessions held between January and June 2023. After explaining the meaning that the authorities have given to the concept of inclusion since its incorporation in educational policies and up to the current reform, we describe the way in which the workshop was conducted in said kindergarten, and finally compare the educators’ initial ideas with those they expressed after the whole process.