Concepciones sobre educación inclusiva y su relación con la práctica pedagógica de los docentes
Inclusive education focuses on attention to diversity, to the extent that, through directive, administrative, pedagogical and community processes, it seeks to recognize and enhance the strengths of students who have been violated, either by academic situations, cognitive, social, creed, race, choice...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión enviada para evaluación y publicación |
| Fecha de publicación: | 2021 |
| País: | Colombia |
| Institución: | Universidad de Córdoba |
| Repositorio: | Repositorio Institucional Unicórdoba |
| Idioma: | español |
| OAI Identifier: | oai:repositorio.unicordoba.edu.co:ucordoba/4106 |
| Acceso en línea: | https://repositorio.unicordoba.edu.co/handle/ucordoba/4106 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación inclusiva Prácticas pedagógicas incluyentes Inclusive education Inclusive pedagogical practices |
| Sumario: | Inclusive education focuses on attention to diversity, to the extent that, through directive, administrative, pedagogical and community processes, it seeks to recognize and enhance the strengths of students who have been violated, either by academic situations, cognitive, social, creed, race, choices or personal decisions that limit their participation in academic spaces. Hence, the objective of this research focused on determining the existing relationships between the concepts of Inclusive Education (IE) and the pedagogical practices developed by the teachers of the Santa María Goretti educational institution, belonging to the city of Montería-Córdoba. This process was developed through a qualitative approach, applying a phenomenological design which made it possible to show the experiences of teachers and rescue the immersed voices that account for whether or not there is a relationship between what they say and what they do. For the collection of information, three strategies were taken into account within the design. First, a context reading was carried out, then a semi-structured interview was prepared with 8 teachers of basic secondary education, from grades 6 to 11, who accepted the criteria chosen for the sample and, based on this, three observations were made to each teacher, which were recorded in the observation protocol. Faced with the results, these showed that the majority of the pedagogical practices of the observed teachers are not related between what they conceive as Inclusive Education and what they do in their daily practice. To this extent, the conceptions found refer, above all, to the field of disability, leaving aside other characteristics, styles and rhythms of learning that characterize the learners and that are fundamental when implementing strategies in planning and, in turn, allow the development of classes. Other findings showed that the majority of educators are more interested in the intellectual development of their students and although they vary in the types and forms of evaluation, they Concepciones sobre educación Inclusiva y su relación con la práctica pedagógica de los docentes 8 give priority only to the written part and to participation in classes. In summary, the educators state that they make adjustments in the classroom, in terms of the attention to the diverse needs of the students, however, it was evidenced that very few put it into practice. |
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