Valor responsabilidad y enseñanza inclusivo en estudiantes y familias de la Unidad Educativa “Presidente Jaime Roldós”. La Troncal, período 2020

Abstract

This study focused its interest on the processes of construction of the value of responsibility in the students and families of the Jaime Roldós educational unit, located in the La Troncal canton, province of Cañar, during the 2020 school year. Its main objective was the development of strategies aimed at strengthening the value of responsibility in the educational community. The research considered the sociocritical paradigm assumed from a qualitative-type exploratory-descriptive investigation. The categories of analysis were values and inclusive education, approached from its teaching and learning processes. The unit of analysis constituted the educational community of the Jaime Roldós school. The methods of analysis were participatory action research and participant observation. With techniques, documentary analysis, semi-structured interview, survey, and observation were used. The instruments derived from them were documentary and bibliographic files, interviews and questionnaires on skills and practices, and observation files. The population was constituted by 100% of teachers, students and families of the mentioned educational unit; The sample from which the research was carried out was made up of teachers (5), families (7) and managers (3) related to the third year of basic general education. As results of the research, a reference framework for inclusive education based on values was designed, the characterization of successful experiences of inclusive family education based on values was obtained, and a proposal to strengthen values in students and families validated from the criteria of specialists. The main conclusion derived from the study establishes that the theory of inclusive education and its concretion in the teaching and learning processes are strengthened when they are approached from a perspective of assimilation and practice of values.