ROL DEL DOCENTE ANTE LA INCLUSIÓN EDUCATIVA EN LA ESCUELA “POR LA GRACIA DE DIOS” DEL SECTOR SAN EDUARDO
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2020-06
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Universidad de Guayaquil -Facultad de Ciencias Psicológicas
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El presente trabajo se realizó durante el proceso de prácticas preprofesionales del proyecto “Construyendo una cultura para la diversidad”, cuyo tema planteado fue “Rol del docente ante la inclusión educativa en la escuela Por la gracia de Dios del sector San Eduardo” y contó con la participación de 6 docentes que conformaban el área de educación básica. El tema responde a la línea de investigación “psicología educativa, inclusión y atención integral a la diversidad.” y a la sublínea “inclusión educativa”. Para el eje se formuló la siguiente pregunta: ¿Cuál es el rol del docente frente a la inclusión educativa? La finalidad de este trabajo consiste en analizar la información recogida durante el proyecto para conocer la actitud del docente frente a la inclusión educativa. La metodología es de tipo cualitativa y responde al diseño de sistematización de experiencias, como instrumentos se utilizaron la observación, escala de actitudes, cuestionario y cuestionario de indicadores de inclusión Bristol. De estas evidencias, se logró identificar que a pesar de la buena actitud y apertura de los docentes para impartir de manera correcta sus clases, la falta de formación respecto a la inclusión educativa y los espacios de la institución causaban limitaciones en el proceso de enseñanza. Aunado a la situación, contrario al interés mostrado por las docentes al tratar temas referentes, llama la atención que existen diferentes vías para autoformarse con respecto a este tema y en sus respuestas y práctica docente no se observa una predisposición reflejada para acceder a la misma
This work was carried out during the pre-professional internship process of the project “Building a culture for diversity”, whose theme was “Teacher's role in the educational inclusion in the school Por la Gracia de Dios of the San Eduardo sector” and had the participation of 6 teachers that integrated the area of basic education. The theme responds to the research line "educational psychology, inclusion and comprehensive attention to diversity." And the sub-line "educational inclusion." For the axis, the following question was asked: What is the teacher's role in the face of educational inclusion? The purpose of this work is to analyze the information collected during the project to know the attitude of the teacher towards educational inclusion. The methodology is of a qualitative type and responds to the systematization design of experiences, as instruments were used the observation, attitude scale, questionnaire and questionnaire of Bristol inclusion indicators. From these evidences, it was possible to identify that despite the good attitude and openness of teachers to teach their classes correctly, the lack of training regarding educational inclusion and the institution spaces caused limitations in the teaching process. In addition to the situation, contrary to the interest shown by teachers in dealing with referent issues, it is striking that there are different ways to self-form with respect to this topic and in their responses and teaching practice there is no reflected predisposition to access it
This work was carried out during the pre-professional internship process of the project “Building a culture for diversity”, whose theme was “Teacher's role in the educational inclusion in the school Por la Gracia de Dios of the San Eduardo sector” and had the participation of 6 teachers that integrated the area of basic education. The theme responds to the research line "educational psychology, inclusion and comprehensive attention to diversity." And the sub-line "educational inclusion." For the axis, the following question was asked: What is the teacher's role in the face of educational inclusion? The purpose of this work is to analyze the information collected during the project to know the attitude of the teacher towards educational inclusion. The methodology is of a qualitative type and responds to the systematization design of experiences, as instruments were used the observation, attitude scale, questionnaire and questionnaire of Bristol inclusion indicators. From these evidences, it was possible to identify that despite the good attitude and openness of teachers to teach their classes correctly, the lack of training regarding educational inclusion and the institution spaces caused limitations in the teaching process. In addition to the situation, contrary to the interest shown by teachers in dealing with referent issues, it is striking that there are different ways to self-form with respect to this topic and in their responses and teaching practice there is no reflected predisposition to access it
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Inclusión educativa, rol del docente, proceso de enseñanza