La gamificación como estrategia didáctica inclusiva para atender a la diversidad en las clases de Lengua y Literatura en la Unidad Educativa Alborada del año lectivo 2020-2021

Abstract

The current study is focused on the development of activities based on “gamification” as an inclusive didactic strategy; in order to assist the diversity of students belonging to sixth grade of Basic General Education of Private Educational Institution “Alborada”, staring with the teaching and learning process of Language and Literature; based on the principles of inclusive education. The study’s foundation is the awareness of diversity from a more social perspective, where all the students become participants on the apprenticeship, and respected for their diversity. The research is based on the case study method from the qualitative approach; the semi-structured interviews were applied to teachers of the basic middle, then, the documents were analyzed (PCA, Ministerial Curriculum, PUD and PCI), the classes of the basic middle teachers of Language and Literature were observed. And finally, the data triangulation was made; allowing the identification of the most important barriers to learning. Among the most important barriers identified we have: incomprehension of inclusive strategies and methodologies, labels, absence of support to the inclusion and gamification as a didactic strategy, traditionalist practices and use of curricular adaptations; between other. As a consequence, the project involves the design of gamified activities; which was done through four classes with different educational software: Genially, Kahoot and Google Classroom. These activities were followed by a booklet replacing the traditional notebook; consequently, the study presented is an alternative proposal due to the health contingency because of COVID-19.