Propuesta de sensibilización a autoridades educativas para el desarrollo de prácticas inclusivas en el Distrito 01d04 Chordeleg-Gualaceo en el período 2020

Abstract

This work was aimed at developing a set of pedagogical innovations that affected the awareness of educational authorities to promote inclusive practices in District 01D04 Chordeleg Gualaceo. As a starting point, the analysis of the barriers to educational inclusion present in the scope of intervention of the District Unit for Support for Inclusion translated into methodologies, attitudes, social and cultural elements, and geographical and logistical aspects that prevent or hinder the access, permanence, participation and quality of educational processes. The broad frame of reference of the research is related to the principles of inclusive education from a human rights logic in which education is guaranteed on equal terms for all girls and boys, beyond their particular characteristics evidenced in styles of learning, multiple intelligences and specific abilities. In this way, the unit of analysis was the educational authorities of the mentioned district and the institutions that comprise it. The categories of analysis constituted educational inclusion and barriers to inclusion. It was a qualitative research of explanatory-descriptive depth of cross section, focused from the socio-critical paradigm. The methods used were participant observation, qualitative interview and information triangulation. The techniques used were the interview and observation, from these the semi-structured interview techniques and the observation cards were derived. In addition, the documentary review will be considered from the transfer technique and as instruments, content and bibliographic records. Knowing the result of the research requires an innovative intervention aimed at strengthening capacities and sensitizing authorities to the importance and mechanisms that guarantee diversity education. In this way, the general objective and the specific objectives set were fully met.