Acompañamiento pedagógico dirigido a docentes para el desarrollo de habilidades sociales con enfoque inclusivo en alumnos de séptimo de básica de la Unidad Educativa Particular Borja.

Abstract

This research was carried out in Borja Private School, assuming a general objective in a pedagogical accompaniment aimed at teachers to develop social skills with an inclusive approach to students of the seventh grade. As part of the theoretical references, we worked towards an understanding of inclusive education, social skills and the role in the within their teens, always considering the inclusive approach. This will be related to inclusive education, social skills and adolescence. In this research methodology, phenomenological paradigm, qualitative approach and an ethnographic study have been assumed. To collect information from the teachers, two instruments were applied: observation and structured interview. For the investigation, it was convenient to establish two stages, the first stage focuses in the identification and diagnosis of the problem. The second stage focuses in the design of the proposal of pedagogical support based on a system of reflective and experiential workshops. Finally, once the results analysis has been carried out, information will be visible that shows what is necessary to reinforce inclusion and basic social skills in both teachers and students. The innovation and linking of educational strategies with social skills will provide benefits in the teaching-learning processes and help for the teacher in the workplace.