ANÁLISIS DE LA CULTURA INCLUSIVA DE LOS DOCENTES HACIA LOS ESTUDIANTES CON NECESIDADES EDUCATIVAS ESPECIALES DE LA ESCUELA MARÍA REINA
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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 experiencias hace referencia a la experiencia vivida como practicantes de octavo semestre de la Facultad de Ciencias Psicológicas de la Universidad de Guayaquil, desarrolladas mediante el proyecto "Construyendo una cultura de la diversidad" en conjunto a la línea de investigación: psicología educativa y atención integral a la diversidad y su sublínea: inclusión educativa la misma que se realizó con el objetivo de fomentar una cultura inclusiva en los docentes de la escuela María Reina ubicada en el sector Mapasingue Oeste. Por lo cual el eje de sistematización consistió en analizar la cultura inclusiva de los docentes hacia los estudiantes con necesidades educativas especiales dentro del plantel educativo. Ya que la cultura inclusiva de los docentes de la institución esta medida por una serie de aspectos como lo son los valores, actitudes, costumbres, hábitos y modos de vida, los cuales influyen en el ejercicio docente. De modo que la finalidad de nuestra sistematización es caracterizar la cultura inclusiva de los docentes hacia los estudiantes con necesidades educativas especiales asociados o no a la discapacidad. La metodología utilizada fue la sistematización de experiencias de corte cualitativo. Y para dicho proceso se utilizaron técnicas como: diarios de campo, entrevistas, fotografías, observación y diversos instrumentos de acuerdo al tema. El análisis de todas estas actividades permitió responder la pregunta eje por lo que se logró concluir que la cultura inclusiva es determinante en el ejercicio de la práctica inclusiva de los docentes
The present systematization of experiences refers to the experience lived as eighth semester practitioners of the Faculty of Psychological Sciences of the University of Guayaquil, developed through the project "Building a culture of diversity" together with the research line: educational psychology and comprehensive attention to diversity and its subline: educational inclusion that was carried out with the objective of fostering an inclusive culture in teachers of the María Reina school located in the Mapsingue Oeste sector. Therefore, the axis of systematization was to analyze the inclusive culture of teachers towards students with special educational needs within the educational establishment. Since the inclusive culture of the teachers of the institution is measured by a series of aspects. As are the values, attitudes, customs, habits and ways of life, which influence the teaching exercise. So the purpose of our systematization is to characterize the inclusive culture of teachers towards students with Special educational needs associated or not with disability. The methodology used was the systematization of qualitative experiences. And for this process techniques were used such as: field diaries, interviews, photographs, observation and various instruments according to the subject. The analysis of all these activities allowed us to answer the main question, so it was concluded that inclusive culture is decisive in the exercise of teachers' inclusive practice
The present systematization of experiences refers to the experience lived as eighth semester practitioners of the Faculty of Psychological Sciences of the University of Guayaquil, developed through the project "Building a culture of diversity" together with the research line: educational psychology and comprehensive attention to diversity and its subline: educational inclusion that was carried out with the objective of fostering an inclusive culture in teachers of the María Reina school located in the Mapsingue Oeste sector. Therefore, the axis of systematization was to analyze the inclusive culture of teachers towards students with special educational needs within the educational establishment. Since the inclusive culture of the teachers of the institution is measured by a series of aspects. As are the values, attitudes, customs, habits and ways of life, which influence the teaching exercise. So the purpose of our systematization is to characterize the inclusive culture of teachers towards students with Special educational needs associated or not with disability. The methodology used was the systematization of qualitative experiences. And for this process techniques were used such as: field diaries, interviews, photographs, observation and various instruments according to the subject. The analysis of all these activities allowed us to answer the main question, so it was concluded that inclusive culture is decisive in the exercise of teachers' inclusive practice
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Cultura inclusiva, Necesidades educativas especiales, práctica docente, discapacidad