Inclusive education and its configuration from social imaginaries and reflective hermeneutics

Abstract

This article of academic reflection offers a general view of the comprehensive methodology from social imaginary and reflexive hermeneutics as a possible methodological path for research applied to inclusive education. A complementary approach and design are proposed. The analysis of the information considers two levels of realization; in the first level, the configuration and mobility of the social imaginaries were identified, where social coordinates maps were used as instruments to visualize social categories displacements. In second level, the comprehension of meanings from reflective hermeneutics was studied in depth, through the structural analysis of discourse from which the parallel structure strategy was taken.