Actitudes y prácticas del profesorado comprometido con la inclusión. Un estudio de casos
Analysing the work done in classrooms to welcome human diversity is an essential task of educational research. If we intend to break down the barriers that prevent us from speaking without labels of difference as an educational wealth, if we wish to build a truly inclusive society, we must show that...
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| Formato: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | España |
| Recursos: | Universidad de Valladolid |
| Repositorio: | UVaDOC. Repositorio Documental de la Universidad de Valladolid |
| OAI Identifier: | oai:uvadoc.uva.es:10324/60297 |
| Acesso em linha: | https://doi.org/10.35376/10324/60297 https://uvadoc.uva.es/handle/10324/60297 |
| Access Level: | acceso abierto |
| Palavra-chave: | Educación inclusiva Educación Investigación Inclusive education Critical pedagogy Pedagogía crítica Educational practice Prácticas educativas 6104.02 Métodos Educativos |
| Resumo: | Analysing the work done in classrooms to welcome human diversity is an essential task of educational research. If we intend to break down the barriers that prevent us from speaking without labels of difference as an educational wealth, if we wish to build a truly inclusive society, we must show that the process can begin at school. This research presents three case studies in which we analyse how an early childhood education teacher, an elementary school teacher and principal, and a secondary school teacher (with a clear commitment to social transformation) perceive and practice educational inclusion and what improvements they propose to build classrooms coherent with inclusive education. This approach aims to analyse, in each case, whether positive attitudes towards educational inclusion are consistent with classroom practices defined as inclusive and to examine the contextual and ideological elements that affect this relationship. The results show that an inclusive attitude is based on: a) pedagogical knowledge inherited from some key referents; b) feelings and desires based on love and resistance to injustice; c) practical thinking that arises from personal reflection and dialogue and collaboration with others (primarily through participation in critical teacher networks such as the PRM). Each teacher's ideology is developed with an ethical and moral commitment, primarily political, arising from a feeling that forges a desire for transformation. The case studies also analyse teachers' practices, examining their alignment with practices described in the scientific literature on inclusion and their consistency with inclusive attitudes. |
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