Actitud docente frente al proceso de sensibilización a la inclusión educativa en la Unidad Educativa Fe y Alegría “40 y la C
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2020-06
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Universidad de Guayaquil -Facultad de Ciencias Psicológicas
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El presente trabajo de sistematización hace referencia a las actitudes de los docentes frente al proceso de sensibilización a la inclusión educativa en la Unidad Educativa Fe y Alegría “40 y la C” ubicada en el suroeste de Guayaquil, la cual fue participe del proyecto “Construyendo una cultura de la diversidad” en un periodo desde junio- agosto 2019. Se propuso como eje: ¿Cuáles fueron las actitudes que presentaron los docentes frente al proceso de sensibilización a la inclusión educativa? Cuyo objetivo fue valorar dichas actitudes con la finalidad de mejorarlas frente a futuros procesos, contribuyendo en la generación de conocimiento surgido desde la experiencia. Se trabajó desde el enfoque cualitativo y la modalidad de sistematización de experiencias priorizando las técnicas que nos permitieron levantar la información como: Aplicación de instrumentos, matriz FODA, grupo focal y taller. La recuperación del proceso vivido y la reflexión crítica nos permite indicar que la actitud que presentaron los docentes se debió a situaciones como: la poca disponibilidad del tiempo por el cumplimiento de otras actividades dentro de la institución. De acuerdo a esto se identificaron actitudes desfavorables como: resistencia, falta de compromiso y demandantes, por ello para mejorar la actitud docente frente a futuros procesos se lo conseguiría impartiendo un nuevo proceso de sensibilización con una metodología donde las actividades a desarrollarse sean conferencias, talleres, debates, entre otros, que estén encaminados a fortalecer la reflexión y hacer sensible el quehacer docente para que este se sienta parte importante de dicho proceso
The present systematization work refers to the teachers' attitudes towards the process of raising awareness of educational inclusion in the Fe y Alegría “40 y la C” School located in the southwest of Guayaquil, which participated in the “Building a culture of diversity” in a period from June-August 2019. It was proposed as an axis: What were the attitudes that teachers showed towards the process of raising awareness of educational inclusion? Whose objective was to assess these attitudes in order to improve them in the face of future processes, contributing to the generation of knowledge arising from experience. We worked from the qualitative approach and the systematization of experiences modality, prioritizing the techniques that allowed us to collect information such as: Application of instruments, SWOT analysis, focus group and workshop. The recovery of the lived process and critical reflection allows us to indicate that the attitude showed by the teachers was due to situations such as: the limited availability of time due to the fulfillment of other activities within the institution. According to this, unfavorable attitudes were identified such as: resistance, lack of commitment and applicants, therefore, to improve the teaching attitude towards future processes, it would be achieved by imparting a new awareness process with a methodology where the activities to be developed are conferences, workshops, debates, among others, that are aimed at strengthening reflection and making the teaching work sensitive so that it feels an important part of the process
The present systematization work refers to the teachers' attitudes towards the process of raising awareness of educational inclusion in the Fe y Alegría “40 y la C” School located in the southwest of Guayaquil, which participated in the “Building a culture of diversity” in a period from June-August 2019. It was proposed as an axis: What were the attitudes that teachers showed towards the process of raising awareness of educational inclusion? Whose objective was to assess these attitudes in order to improve them in the face of future processes, contributing to the generation of knowledge arising from experience. We worked from the qualitative approach and the systematization of experiences modality, prioritizing the techniques that allowed us to collect information such as: Application of instruments, SWOT analysis, focus group and workshop. The recovery of the lived process and critical reflection allows us to indicate that the attitude showed by the teachers was due to situations such as: the limited availability of time due to the fulfillment of other activities within the institution. According to this, unfavorable attitudes were identified such as: resistance, lack of commitment and applicants, therefore, to improve the teaching attitude towards future processes, it would be achieved by imparting a new awareness process with a methodology where the activities to be developed are conferences, workshops, debates, among others, that are aimed at strengthening reflection and making the teaching work sensitive so that it feels an important part of the process
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actitud docente, proceso de sensibilización.