Child job as a challenge of educative inclusion, from social representations of school: case of Educative Institute Andres Bello – Headquarter Laura Vicuna – Cucuta

Abstract

Introduction. Child job is a social scourge that limits the integral development of children, and perpetuates their cycle of poverty and social backwardness, such as their family nucleus and that of society.
Objective. To articulate understand the social representation of teachers of E.I. Andrés Bello – Laura Vicuña Cucuta, about the child job.
Methodology. It was developed a descriptive study with qualitative focus and cross-sectional
approach, through a diagnostic and follow-up interview with seven EI´s teachers, to identify their
social representations, with respect to child job in the educational context, and their influence on the formative development of children under their teaching.
Results. Social representations were identified, such a positive view of IT, as well as factors of negative impact on the integral development of children, impact on access to their rights, violation of their educational processes, and development of the life project of the children, such a panorama that generates in the teachers interviewed, a reflection on the transformative role of their pedagogical practices, around three main areas: invasion of child labor in the reality of childhood; its causes and consequences; and social responsibility in child job.
Discussion. Reasonable relations were established between the voices of teachers for and against
child job, with an argument of convenience and inconvenience that generated many positions and
recommendations.
Conclusions. The articulating role of the teacher was emphasized in favor of training on child job,
especially with regard to alliance between family, school and Country