Implementación del Modelo Unidocente, Bidocente y Pluridocente y Educación Inclusiva en el CECIB María Ayora Pineda Quingeo, Cuenca-Ecuador

Abstract

The present work tries to answer the research question: How to strengthen the implementation of the UBP Model through processes of educational inclusion in the CECIB "María Ayora Pineda"? Institution with difficult access and scarce provision of services. Therefore, an innovative intervention is proposed, based on the theoretical foundations of the model that seek to provide a flexible, autonomous and contextualized educational-pedagogical framework, through links with the community and pedagogical accompaniment (Ministry of Education, 2022). Therefore, the current state of the implementation of the UBP Model in the CECIB "María Ayora Pineda" is characterized, finding barriers to learning and participation from the logic of inclusive education. Instruments such as data collection sheets, observation sheet, descriptive matrices, Likert scale and drawings of the participants were used. These, in turn, correspond to techniques typical of qualitative research and action research, among which the interview and observation distinguish. Then, it is urged to create scenarios of dialogue and coexistence between the differences that frame diversity from an inclusive and intercultural proposal (Bello and Guillén, 2019). It is an effort to defend the right that all girls and boys have opportunities to receive a quality education.