Reconociendo procesos de inclusión en la educación preescolar desde la alteridad en las prácticas pedagógicas de las docentes del Hogar Infantil Alejandría
No Thumbnail Available
Date
2021-05-14
Advisors
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Corporación Universitaria Minuto de Dios
Type
Thesis
Rights
Atribución-NoComercial-SinDerivadas 2.5 Colombia
Abstract
La inclusión educativa se ha convertido en un reto para diferentes instituciones dentro de
las cuales solo se han dado soluciones a la infraestructura e implementación de actividades
“incluyentes”, siendo esta un derecho para todos y todas, y dentro de la cual se busca la
eliminación de barreras que impiden un aprendizaje efectivo en pro de la participación de los
niños y las niñas, pero en este proceso se ha olvidado el reconocimiento y sentir del otro como
propio, es por lo anterior que la presente investigación tiene como objetivo identificar los
conocimientos previos que tienen las docentes que desde la práctica pedagógica permiten el
desarrollo de procesos inclusivos en la educación preescolar desde una mirada de la alteridad con
miras a definir estrategias que fortalezcan estos procesos. Para el desarrollo de esta investigación
se utilizó un enfoque cualitativo dentro del cual se aplicaron técnicas (entrevista
semiestructurada y encuesta) dentro de un grupo focal o grupo de enfoque, en el cual
participaron 9 docentes del Hogar Infantil Alejandría. En cuanto a los resultados se evidencio
que las docentes cuentas con poca claridad conceptual, así como el manejo correcto de
estrategias basadas en el Diseño Universal para el Aprendizaje (DUA) y el Plan Individual de
Ajustes Razonables (PIAR), por último, se plantean una serie de estrategias que ayudarán a
fortalecer las prácticas pedagógicas
Educational inclusion has become a challenge for different institutions within which only solutions have been given to the infrastructure and implementation of "inclusive" activities, this being a right for all and within which the elimination of barriers that prevent effective learning in favor of the participation of boys and girls, but in this process the recognition and feeling of the other as their own has been forgotten, it is for this reason that the present research aims to identify the previous knowledge that have the teachers who, from the pedagogical practice, allow the development of inclusive processes in preschool education from a perspective of otherness with a view to defining strategies that strengthen these processes. For the development of this research, a qualitative approach was used within which qualitative techniques (semi-structured interview and survey) were applied within a focus group or focus group, in which 9 teachers from the Alejandría Children's Home participated. Regarding the results, it was evidenced that the teachers have little conceptual clarity, as well as the correct management of strategies based on the Universal Design for Learning (DUA) and the Individual Plan of Reasonable Adjustments (PIAR). a series of strategies that will help strengthen pedagogical practices.
Educational inclusion has become a challenge for different institutions within which only solutions have been given to the infrastructure and implementation of "inclusive" activities, this being a right for all and within which the elimination of barriers that prevent effective learning in favor of the participation of boys and girls, but in this process the recognition and feeling of the other as their own has been forgotten, it is for this reason that the present research aims to identify the previous knowledge that have the teachers who, from the pedagogical practice, allow the development of inclusive processes in preschool education from a perspective of otherness with a view to defining strategies that strengthen these processes. For the development of this research, a qualitative approach was used within which qualitative techniques (semi-structured interview and survey) were applied within a focus group or focus group, in which 9 teachers from the Alejandría Children's Home participated. Regarding the results, it was evidenced that the teachers have little conceptual clarity, as well as the correct management of strategies based on the Universal Design for Learning (DUA) and the Individual Plan of Reasonable Adjustments (PIAR). a series of strategies that will help strengthen pedagogical practices.
Description
Identificar los conocimientos previos que tienen los docentes del Hogar Infantil
Alejandría, que desde la práctica pedagógica permiten el desarrollo de procesos de inclusión en
la educación preescolar desde la mirada de la alteridad con miras a definir estrategias que
permitan fortalecer la práctica de la inclusión
Keywords
Alteridad, Inclusión, Práctica pedagógica, Estrategias, Docentes, Alterity, Inclusion, Pedagogical Practice,, Strategies, Teachers