Percepciones de estigma en docentes y directivos: implicancias para la inclusión social en el ámbito de la educación especial.
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Date
2026
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
El presente estudio tiene como objetivo comprender las percepciones de estigma en docentes y directivos y sus implicancias para la inclusión social en el ámbito de la educación especial. El estigma se aborda como un fenómeno relacional y contextual que influye en las prácticas pedagógicas y en la implementación de la inclusión educativa. La investigación se desarrolló mediante un enfoque cuantitativo con apoyo de preguntas abiertas. Se aplicó un cuestionario estructurado a 115 docentes y directivos de establecimientos de educación especial y de escuelas con Programas de Integración Escolar (PIE). El instrumento incluyó ítems en escala Likert y preguntas abiertas organizadas en cuatro dimensiones: representaciones inclusivas, actitudes hacia la inclusión, percepciones de estigma y autoeficacia docente. El análisis consideró estadística descriptiva y análisis cualitativo de contenido. Los resultados evidencian una alta adhesión ética del profesorado a la inclusión educativa. No obstante, el estigma se manifiesta principalmente de forma implícita, a través de expectativas reducidas y prácticas cotidianas. Asimismo, la autoeficacia docente aparece como un factor relevante, aunque condicionada por limitaciones institucionales.
This study aims to understand teachers’ and school administrators’ perceptions of stigma and their implications for social inclusion in special education. Stigma is approached as a relational and contextual phenomenon that influences pedagogical practices and inclusive education processes. The research followed a quantitative approach supported by open-ended questions. A structured questionnaire was administered to 115 teachers and administrators working in special education settings and schools with School Integration Programs (PIE). The instrument included Likert-scale items and open questions organized into four dimensions: inclusive representations, attitudes toward inclusion, perceptions of stigma, and teacher self-efficacy. Data analysis combined descriptive statistics and qualitative content analysis. The findings show a strong ethical commitment to inclusive education among participants. However, stigma is mainly expressed implicitly through reduced expectations and everyday practices. Teacher self-efficacy emerges as a relevant factor for sustaining inclusive practices, although it is constrained by institutional limitations.
This study aims to understand teachers’ and school administrators’ perceptions of stigma and their implications for social inclusion in special education. Stigma is approached as a relational and contextual phenomenon that influences pedagogical practices and inclusive education processes. The research followed a quantitative approach supported by open-ended questions. A structured questionnaire was administered to 115 teachers and administrators working in special education settings and schools with School Integration Programs (PIE). The instrument included Likert-scale items and open questions organized into four dimensions: inclusive representations, attitudes toward inclusion, perceptions of stigma, and teacher self-efficacy. Data analysis combined descriptive statistics and qualitative content analysis. The findings show a strong ethical commitment to inclusive education among participants. However, stigma is mainly expressed implicitly through reduced expectations and everyday practices. Teacher self-efficacy emerges as a relevant factor for sustaining inclusive practices, although it is constrained by institutional limitations.
Description
Tesis presentada para optar al título de Sociólogo/a.
Keywords
Educación inclusiva, Estigmatización, Educación especial, Educadores