Colaborative Work's Valuation among Teachers of Primary Schools of Tomé, Chile

Abstract

This paper is about an exploratory and qualitative study done in Tomé, Chile. The purpose is to reveal perceptions about collaborative work of regular and special education's teachers, in the context of Educational Integration Programs. Semi-structured interviews were conducted, which were analyzed through method of sociological analysis. The results of the analysis of interviews show certain levels of collaboration between teachers, and traditional and discriminatory conceptions of special and regular education were likewise found. Also, the collaborative work seems complicated due to a social cohesion problem in the school's culture and organization.