Diversidad, inclusión educativa e infancia. Análisis de la práctica discursiva en una Institución Educativa de Dosquebradas – Risaralda
Diversidad, inclusión educativa e infancia. Análisis de la práctica discursiva en una Institución Educativa de Dosquebradas – Risaralda
Director
Quiceno , Humberto
Autor corporativo
Recolector de datos
Otros/Desconocido
Director audiovisual
Editor/Compilador
Editores
Universidad Tecnológica de Pereira
Tipo de Material
Fecha
2021
Cita bibliográfica
Título de serie/ reporte/ volumen/ colección
Es Parte de
Resumen
El presente trabajo nació de una inquietud y es la de conocer cómo los docentes definen la diversidad, porque son ellos los que acompañan a los niños y niñas en el contexto escolar y es allí donde se observa que tanto manejan el concepto y lo apropian a su quehacer pedagógico, además, son ellos los que pueden producir los cambios necesarios en la enseñanza y lograr incluir la diversidad en el trabajo del aula, eliminando esas barreras que desfavorecen los aprendizajes de los estudiantes que presentan necesidades educativas especiales. Lograr establecer desde los procesos investigativos esos hallazgos que permitan realizar procesos de inclusión verdaderos y positivos, es un beneficio para el sistema educativo y todos los actores involucrados. Una de las problemáticas que presenta el concepto de diversidad en los docentes, cuando se sitúan en el ámbito escolar, es que no se tiene cuenta esa diversidad; y se ve reflejado en la discriminación con los estudiantes y también en la homogeneización de los contenidos, enfocada esa diversidad desde un ámbito cultural y de discapacidad, olvidando otros tipos de diversidad que son importantes tenerlos en cuenta cuando se trata de educar niños y niñas.
The present work was born from a concern and it is to know how teachers define diversity, because they are the ones who accompany children in the school context and it is there that it is observed how much they handle the concept and appropriate it to their Furthermore, pedagogical tasks are the ones who can produce the necessary changes in teaching and manage to include diversity in the classroom work, eliminating those barriers that disadvantage the learning of students with special educational needs. Being able to establish those findings from the investigative processes that allow real and positive inclusion processes to be carried out is a benefit for the educational system and all the actors involved. One of the problems that the concept of diversity presents in teachers, when they are located in the school environment, is that this diversity is not taken into account; and it is reflected in the discrimination with the students and also in the homogenization of the contents, focusing that diversity from a cultural and disability sphere, forgetting other types of diversity that are important to take into account when it comes to educating boys and girls.
The present work was born from a concern and it is to know how teachers define diversity, because they are the ones who accompany children in the school context and it is there that it is observed how much they handle the concept and appropriate it to their Furthermore, pedagogical tasks are the ones who can produce the necessary changes in teaching and manage to include diversity in the classroom work, eliminating those barriers that disadvantage the learning of students with special educational needs. Being able to establish those findings from the investigative processes that allow real and positive inclusion processes to be carried out is a benefit for the educational system and all the actors involved. One of the problems that the concept of diversity presents in teachers, when they are located in the school environment, is that this diversity is not taken into account; and it is reflected in the discrimination with the students and also in the homogenization of the contents, focusing that diversity from a cultural and disability sphere, forgetting other types of diversity that are important to take into account when it comes to educating boys and girls.