BARRERAS CULTURALES Y DIDÁCTICAS DEL DOCENTE FRENTE A LA INCLUSIÓN EDUCATIVA EN LA ESCUELA “ESTERO SALADO” DE FE Y ALEGRÍA
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2020-06
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Universidad de Guayaquil -Facultad de Ciencias Psicológicas
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El presente trabajo tuvo como finalidad identificar las barreras culturales y didácticas del docente frente a la inclusión educativa presentes en la escuela “Estero Salado” de Fe y Alegría como parte del proyecto educativo “Construyendo una cultura de la diversidad” propuesto por la Facultad de Ciencias Psicológicas de la Universidad de Guayaquil. Se trabajó desde un enfoque cualitativo con metodología de sistematización de experiencia basada en la fase dos “profundización y contrastación” del proyecto. Los instrumentos aplicados a los docentes fueron: Escala de actitudes hacia las personas con discapacidad, Cuestionario de indicadores de inclusión Bristol, entrevista semiestructurada, encuesta “Construyendo una cultura de diversidad” y registro de observación áulica. Las barreras culturales detectadas fueron prejuicios, estereotipos, creencias y temores. Las barreras didácticas relacionadas a la falta de sensibilización, de conocimientos sobre adaptaciones curriculares y recursos materiales para trabajar con niños con NEE, lo que genera en ellos incertidumbre al momento de implementar actividades que enriquezcan los procesos de enseñanza basados en las necesidades de cada estudiante. Se propone talleres de sensibilización a los docentes desde el enfoque inclusivo, mejorar las competencias laborales en los estudiantes de psicología con mención educativa y algunas mejoras al proyecto psico-educativo
The present work had the purpose to identify the cultural and didactic barriers of the teacher related to educational inclusion present in the school "Estero Salado" of Fe y Alegría as part of the educational project "Building a culture of diversity" proposed by the Faculty of Psychological Sciences of the University of Guayaquil. It was considered from a qualitative approach with experience systematization methodology based on the second phase "deepening and contrasting" of the project. The instruments applied to teachers were: Scale of attitudes towards people with disabilities, Bristol Inclusion Indicators Questionnaire, semistructured interview, "Building a culture of diversity" survey and Aulic observation record. The cultural barriers detected were prejudices, stereotypes, beliefs and fears. Educational barriers related to the lack of awareness, knowledge about curricular adaptations and material resources to work with children with SEN, which creates uncertainty in them at the moment of implementing activities that enrich the teaching process according to their needs. We propose to do some sensibilization workshops from an inclusive approach to teachers, improve work skills in psychology students with educational references and some improvements to the psycho-educational project
The present work had the purpose to identify the cultural and didactic barriers of the teacher related to educational inclusion present in the school "Estero Salado" of Fe y Alegría as part of the educational project "Building a culture of diversity" proposed by the Faculty of Psychological Sciences of the University of Guayaquil. It was considered from a qualitative approach with experience systematization methodology based on the second phase "deepening and contrasting" of the project. The instruments applied to teachers were: Scale of attitudes towards people with disabilities, Bristol Inclusion Indicators Questionnaire, semistructured interview, "Building a culture of diversity" survey and Aulic observation record. The cultural barriers detected were prejudices, stereotypes, beliefs and fears. Educational barriers related to the lack of awareness, knowledge about curricular adaptations and material resources to work with children with SEN, which creates uncertainty in them at the moment of implementing activities that enrich the teaching process according to their needs. We propose to do some sensibilization workshops from an inclusive approach to teachers, improve work skills in psychology students with educational references and some improvements to the psycho-educational project
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barreras culturales y didácticas, inclusión educativa, sensibilización, necesidades educativas especiales