Pedagogical practices and curriculum as generators for inclusive education
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Keywords
Inclusive education, pedagogical practices, curriculum
Abstract
The present research was carried out in an Educational Institution in the city of Medellín under the action-research project with a qualitative approach, which is established as a general objective to analyze the Primary Basic curriculum and its impact on pedagogical practices, to demonstrate how these practices contribute to an inclusive education, other objectives are also contemplated in this research and are aimed at characterizing the pedagogical practices of teachers and the perception of students regarding them. Instruments such as a documentary review, interviews and background information of a diverse sample of students and teachers were used for data collection. Among the results, it is important to highlight that a large part of the children surveyed have experienced discrimination in the school context, faced various types of exclusion either due to physical aspects, nationality, skin color, socioeconomic condition and personality characteristics, it was also evidenced that inclusion practices are transversal in the contexts in which children live. As conclusion, it is proposed that transformation for inclusive education is a process of planning, execution and self-evaluation, which makes it possible to identify the pedagogical practices that best adapt to the needs of children.
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