FORMACIÓN DOCENTE PARA EL DESARROLLO DE UNA CULTURA INCLUSIVA EN LA ESCUELA ‘‘RAYITOS DE ESPERANZA’’ DEL SECTOR MAPASINGUE
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2020-07
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Universidad de Guayaquil -Facultad de Ciencias Psicológicas
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La presente sistematización de experiencia estuvo destinada a identificar qué factores influyen para el desarrollo de una cultura inclusiva, además de las competencias formativas en la escuela ‘’Rayitos de Esperanza’’ sector Mapasingue. Este tema fue seleccionado a partir de las prácticas pre- profesionales (PPP) realizadas en octavo semestre en el proyecto ‘’Construyendo una cultura de diversidad’’ en la fase ‘’recolección de datos’’. La investigación es de carácter cualitativo con enfoque socio-crítico. Para la recopilación de datos se aplicaron los siguientes instrumentos: entrevista semi-estructurada, escala de actitud, test de Bristol, encuesta y entrevista acerca de las competencias del docente. El objetivo del presente trabajo fue identificar qué otros factores influyen para el desarrollo de una cultura inclusiva, además de las competencias formativas de los docentes. La finalidad del mismo fue la obtención del título universitario y aportar a la reflexión teórica con nuevos conocimientos a partir de la experiencia para de esta manera poder vincular lo teórico con lo práctico. La recuperación del proceso vivido junto con la reflexión crítica permitió concluir que entre las competencias formativas más relevantes de los docentes estuvieron: conocer estrategias pedagógicas, saber guiar al alumnado, respetar sus diferencias, aplicar adaptaciones curriculares y buscar respuestas tomando en cuenta las opiniones de todos. Existen otros factores que también influyeron en el desarrollo de una cultura inclusiva, los mismos que son: los valores, eliminar barreras, existencia de liderazgo por parte de las autoridades y autorregulación emocional
The present systematization of experience was aimed at identifying what factors influence the development of an inclusive culture, in addition to the training competencies in the Ray ’Rayitos de Esperanza’ ’sector, Mapasingue sector. This topic was selected from the pre-professional practices (PPP) carried out in the eighth semester in the project ‘’ Building a culture of diversity ’’ in the ‘’ data collection phase ’’. The research is qualitative in nature with a socio-critical approach. For data collection, the following instruments were applied: semi-structured interview, attitude scale, Bristol test, survey and interview about teacher competencies. The objective of this work was to identify what other factors influence the development of an inclusive culture, in addition to the training competencies of teachers. The purpose of it was to obtain a university degree and contribute to theoretical reflection with new knowledge from experience in order to link the theoretical with the practical. The recovery of the lived process together with the critical reflection allowed us to conclude that among the most relevant training competences of the teachers were: knowing pedagogical strategies, knowing how to guide the students, respecting their differences, applying curricular adaptations and seeking answers taking into account the opinions of all. . There are other factors that also influenced the development of an inclusive culture, the same ones that are: values, removing barriers, existence of leadership by the authorities and emotional self-regulation
The present systematization of experience was aimed at identifying what factors influence the development of an inclusive culture, in addition to the training competencies in the Ray ’Rayitos de Esperanza’ ’sector, Mapasingue sector. This topic was selected from the pre-professional practices (PPP) carried out in the eighth semester in the project ‘’ Building a culture of diversity ’’ in the ‘’ data collection phase ’’. The research is qualitative in nature with a socio-critical approach. For data collection, the following instruments were applied: semi-structured interview, attitude scale, Bristol test, survey and interview about teacher competencies. The objective of this work was to identify what other factors influence the development of an inclusive culture, in addition to the training competencies of teachers. The purpose of it was to obtain a university degree and contribute to theoretical reflection with new knowledge from experience in order to link the theoretical with the practical. The recovery of the lived process together with the critical reflection allowed us to conclude that among the most relevant training competences of the teachers were: knowing pedagogical strategies, knowing how to guide the students, respecting their differences, applying curricular adaptations and seeking answers taking into account the opinions of all. . There are other factors that also influenced the development of an inclusive culture, the same ones that are: values, removing barriers, existence of leadership by the authorities and emotional self-regulation
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formación docente, cultura inclusiva