El involucramiento de padres y docentes en la cultura de inclusión educativa en niños de 8 a 10 años
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2020-06
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Universidad de Guayaquil -Facultad de Ciencias Psicológicas
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La presente sistematización surge de un proyecto aplicado en la Unidad Educativa “Hermano Francisco Gárate” de la ciudad de guayaquil, llamado “construyendo una cultura de la diversidad, esto fue posible gracias al convenio que realizó la facultad de ciencias psicológicas con la institución Fe y Alegría, este trabajo es de naturaleza cualitativa con un enfoque constructivista, su principal objetivo deriva del involucramiento de docentes y padres con relación a la cultura de educación inclusiva. Para centrar el tema se examinaron tres interrogantes: primero. el proceso de involucramiento de padres y docentes en la cultura de educación inclusiva de niños de 8 a 10 años, que permitió hacer un análisis de la participación de docentes y padres de familia en el proceso. La segunda interrogante fue analizar si tenían los conocimientos necesarios para desarrollar una cultura de educación inclusiva y por último si los docentes sabían las estrategias pedagógicas para lograr una educación inclusiva efectiva, pues la institución fomenta la inclusión como modelo pedagógico. En conclusión, los instrumentos aplicados reflejaron que los maestros no estaban capacitados para brindar una educación inclusiva, sin embargo, buscaban estrategias de intervención para lograr atender las necesidades educativas especiales en los niños. Los padres tenían una mirada positiva a la educación de sus hijos, pero su participación en la institución era reducida o indiferente al tema de la educación inclusiva, se recomendó realizar capacitaciones a los docentes, establecer convenios con instituciones externas y fomentar la participación mediante talleres
The present systematization arises from a project applied in the Educational Unit "Hermano Francisco Gárate" of the city of Guayaquil, called "building a culture of diversity, this was possible thanks to the agreement that the faculty of psychological sciences made with the institution Fe y Alegria, this work is qualitative in nature with a constructivist approach, its main objective derives from the involvement of teachers and parents in relation to the culture of inclusive education. To focus on the topic, three questions were examined: first, the process of involving parents and teachers in the culture of inclusive education of children from 8 to 10 years of age, which allowed for an analysis of the participation of teachers and parents in the process. The second question was to analyze if they had the necessary knowledge to develop an inclusive education culture and finally if the teachers knew the pedagogical strategies to achieve an effective inclusive education, since the institution encourages inclusion as a pedagogical model, in conclusion, the applied instruments They reflected that teachers were not trained to provide an inclusive education, however they were looking for intervention strategies to meet the special educational needs of children. Parents had a positive view of the education of their children, but their participation in the institution was limited or indifferent to the issue of inclusive education, it was recommended to carry out training for teachers, establish agreements with external institutions and encourage participation through workshops
The present systematization arises from a project applied in the Educational Unit "Hermano Francisco Gárate" of the city of Guayaquil, called "building a culture of diversity, this was possible thanks to the agreement that the faculty of psychological sciences made with the institution Fe y Alegria, this work is qualitative in nature with a constructivist approach, its main objective derives from the involvement of teachers and parents in relation to the culture of inclusive education. To focus on the topic, three questions were examined: first, the process of involving parents and teachers in the culture of inclusive education of children from 8 to 10 years of age, which allowed for an analysis of the participation of teachers and parents in the process. The second question was to analyze if they had the necessary knowledge to develop an inclusive education culture and finally if the teachers knew the pedagogical strategies to achieve an effective inclusive education, since the institution encourages inclusion as a pedagogical model, in conclusion, the applied instruments They reflected that teachers were not trained to provide an inclusive education, however they were looking for intervention strategies to meet the special educational needs of children. Parents had a positive view of the education of their children, but their participation in the institution was limited or indifferent to the issue of inclusive education, it was recommended to carry out training for teachers, establish agreements with external institutions and encourage participation through workshops
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cultura inclusiva, educación inclusiva, involucramiento