Educación inclusiva: ¿Mito o realidad?
The following research had as objectives to recognize educative management practices (teaching situations) that act in response to diversity, or the ones that make it more difficult. The study was carried out in a regular educational institution in the city of Temuco. The recognition was worked out...
Gespeichert in:
| Veröffentlicht in: | Revista latinoamericana de educación inclusiva 2011, Vol.5 (1), p.125-143 |
|---|---|
| Hauptverfasser: | , , , |
| Format: | Artikel |
| Sprache: | spa |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 143 |
|---|---|
| container_issue | 1 |
| container_start_page | 125 |
| container_title | Revista latinoamericana de educación inclusiva |
| container_volume | 5 |
| creator | Riquelme Bravo, Paula Morales, Damaris Barria Navarro, Cecilia Damm Muñoz, Ximena |
| description | The following research had as objectives to recognize educative management practices (teaching situations) that act in response to diversity, or the ones that make it more difficult. The study was carried out in a regular educational institution in the city of Temuco. The recognition was worked out through the description of the different actors’ opinion and their perception about inclusive educational practices in their community. Besides, during the study of perceptions and educational practices new indicators appeared. These indicators will eventually allow a contribution to increase more inclusive scholar cultures. Due to the just mentioned situations, work material had to be designed with the contribution of Teachers, Headmasters, families and students with the objective to develop strategies for the different educational levels (pre- elementary and elementary levels), all these focusing on diversity. The elaborated workshops were applied in an educational institution in Temuco, and they were focused on the whole educational community. The research was supported under the qualitative paradigm. This Paradigm was applied on the Instruments to collect the information. The instruments used for the gathering of information were: semi-structured interviews, focus groups, and micro ethnographic records. These records were filmed during the pedagogic practices of the teachers that were part of the research.Concluding in relation to the three agents: The teachers appreciate the environment created during the workshops. It allowed the recognition of diversity in a significant and wider dimension, as well as its actual meaning and its impact in culture and teaching practices at school.Families appreciate the importance of the education given by the school, and they consider it as the main support in the development of coexistence and respect to the people that are part of their environment. The families recognize the differences of all type, such as: ethnic, religious, social capacities, individual characteristics, and cultural differences. Even The gender topic did not show up, creating collaborative work between girls and boys allows the development of values focused on respect, and their differences according to their own characteristics, besides this motion help children to open their vision in terms of diversity acceptance.
El presente estudio se planteó como objetivos reconocer en establecimientos de educación regular de la comuna de Temuco prácticas de ge |
| format | Article |
| fullrecord | <record><control><sourceid>dialnet</sourceid><recordid>TN_cdi_dialnet_primary_oai_dialnet_unirioja_es_ART0001716942</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>oai_dialnet_unirioja_es_ART0001716942</sourcerecordid><originalsourceid>FETCH-dialnet_primary_oai_dialnet_unirioja_es_ART00017169423</originalsourceid><addsrcrecordid>eNpjYeA0MDe00DU3NrfgYOAtLs5MMjAxMTe1NDEx4mTQcE0pTU5Mzjy8OU8hMy85p7Q4syzRSuHQft_MknyFfIWi1MSczJTEFHseBta0xJziVF4ozc1g4-Ya4uyhm5KZmJOXWhJfUJSZm1hUGZ-fmBkPEyvNyyzKzM9KjE8tjncMCjEwMDA0NzSzNDEyplA7AJdfRNM</addsrcrecordid><sourcetype>Open Website</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>Educación inclusiva: ¿Mito o realidad?</title><source>Dialnet</source><source>Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals</source><creator>Riquelme Bravo, Paula ; Morales, Damaris ; Barria Navarro, Cecilia ; Damm Muñoz, Ximena</creator><creatorcontrib>Riquelme Bravo, Paula ; Morales, Damaris ; Barria Navarro, Cecilia ; Damm Muñoz, Ximena</creatorcontrib><description>The following research had as objectives to recognize educative management practices (teaching situations) that act in response to diversity, or the ones that make it more difficult. The study was carried out in a regular educational institution in the city of Temuco. The recognition was worked out through the description of the different actors’ opinion and their perception about inclusive educational practices in their community. Besides, during the study of perceptions and educational practices new indicators appeared. These indicators will eventually allow a contribution to increase more inclusive scholar cultures. Due to the just mentioned situations, work material had to be designed with the contribution of Teachers, Headmasters, families and students with the objective to develop strategies for the different educational levels (pre- elementary and elementary levels), all these focusing on diversity. The elaborated workshops were applied in an educational institution in Temuco, and they were focused on the whole educational community. The research was supported under the qualitative paradigm. This Paradigm was applied on the Instruments to collect the information. The instruments used for the gathering of information were: semi-structured interviews, focus groups, and micro ethnographic records. These records were filmed during the pedagogic practices of the teachers that were part of the research.Concluding in relation to the three agents: The teachers appreciate the environment created during the workshops. It allowed the recognition of diversity in a significant and wider dimension, as well as its actual meaning and its impact in culture and teaching practices at school.Families appreciate the importance of the education given by the school, and they consider it as the main support in the development of coexistence and respect to the people that are part of their environment. The families recognize the differences of all type, such as: ethnic, religious, social capacities, individual characteristics, and cultural differences. Even The gender topic did not show up, creating collaborative work between girls and boys allows the development of values focused on respect, and their differences according to their own characteristics, besides this motion help children to open their vision in terms of diversity acceptance.
El presente estudio se planteó como objetivos reconocer en establecimientos de educación regular de la comuna de Temuco prácticas de gestión educativa y aprendizaje (situaciones pedagógicas) que respondan a la diversidad y/o la dificultan, describiendo a partir de la opinión de los diversos actores (docentes, familia y estudiantado), su percepción, sobre la instalación en su comunidad educativa de prácticas inclusivas. Además se levantó, a partir del estudio de las percepciones y prácticas educativas indicadores que permitiesen contribuir al fomento de culturas escolares más inclusivas. Dado lo anteriormente señalado, se procedió a diseñar material de trabajo con docentes, directivos, familia y alumnado para desarrollar estrategias en los distintos niveles educativos (educación parvularia y básica) de atención a la diversidad. Los talleres se aplicaron en un establecimiento educacional de la ciudad de Temuco. La investigación, se sustentó en un paradigma cualitativo de investigación aplicándose para la recogida de información instrumentos como la entrevista semiestructurada, grupos focales y registros micro etnográficos producto de las filmaciones efectuadas de las prácticas pedagógicas de los profesores que formaron parte del estudio. Conclusiones desde los tres agentes se destacan: Los docentes relevan el espacio de reflexión que se propició en cada uno de los talleres, lo cual permitió el reconocimiento de la diversidad en su dimensión más amplia y significado actual y el impacto en la cultura y el quehacer pedagógico en la escuela; Las familias valoran la importancia de la educación impartida en la escuela como un pilar importante en el desarrollo de la convivencia y respeto con las personas que conforman su medio; Las familias reconocen las diferencias desde todas las perspectivas, ya sean de tipos étnicas, religiosas, sociales de capacidades, características individuales y culturales, sin embargo el tema de género no se vislumbra en el concepto de diversidad; Utilizar estrategias de trabajo colaborativo entre los niños permite desarrollar valores que se dirigen hacia el respeto por el otro en cuanto a sus diferencias y características propias, además de ampliar su visión con respecto a la aceptación de la diversidad.</description><identifier>ISSN: 0718-7378</identifier><identifier>ISSN: 0718-5480</identifier><language>spa</language><subject>Diversidad ; Diversity ; Educational managament ; Gestión educativa ; Inclusive practices ; Percepción ; Perception ; Prácticas inclusivas</subject><ispartof>Revista latinoamericana de educación inclusiva, 2011, Vol.5 (1), p.125-143</ispartof><rights>LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI</rights><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,870,4010</link.rule.ids></links><search><creatorcontrib>Riquelme Bravo, Paula</creatorcontrib><creatorcontrib>Morales, Damaris</creatorcontrib><creatorcontrib>Barria Navarro, Cecilia</creatorcontrib><creatorcontrib>Damm Muñoz, Ximena</creatorcontrib><title>Educación inclusiva: ¿Mito o realidad?</title><title>Revista latinoamericana de educación inclusiva</title><description>The following research had as objectives to recognize educative management practices (teaching situations) that act in response to diversity, or the ones that make it more difficult. The study was carried out in a regular educational institution in the city of Temuco. The recognition was worked out through the description of the different actors’ opinion and their perception about inclusive educational practices in their community. Besides, during the study of perceptions and educational practices new indicators appeared. These indicators will eventually allow a contribution to increase more inclusive scholar cultures. Due to the just mentioned situations, work material had to be designed with the contribution of Teachers, Headmasters, families and students with the objective to develop strategies for the different educational levels (pre- elementary and elementary levels), all these focusing on diversity. The elaborated workshops were applied in an educational institution in Temuco, and they were focused on the whole educational community. The research was supported under the qualitative paradigm. This Paradigm was applied on the Instruments to collect the information. The instruments used for the gathering of information were: semi-structured interviews, focus groups, and micro ethnographic records. These records were filmed during the pedagogic practices of the teachers that were part of the research.Concluding in relation to the three agents: The teachers appreciate the environment created during the workshops. It allowed the recognition of diversity in a significant and wider dimension, as well as its actual meaning and its impact in culture and teaching practices at school.Families appreciate the importance of the education given by the school, and they consider it as the main support in the development of coexistence and respect to the people that are part of their environment. The families recognize the differences of all type, such as: ethnic, religious, social capacities, individual characteristics, and cultural differences. Even The gender topic did not show up, creating collaborative work between girls and boys allows the development of values focused on respect, and their differences according to their own characteristics, besides this motion help children to open their vision in terms of diversity acceptance.
El presente estudio se planteó como objetivos reconocer en establecimientos de educación regular de la comuna de Temuco prácticas de gestión educativa y aprendizaje (situaciones pedagógicas) que respondan a la diversidad y/o la dificultan, describiendo a partir de la opinión de los diversos actores (docentes, familia y estudiantado), su percepción, sobre la instalación en su comunidad educativa de prácticas inclusivas. Además se levantó, a partir del estudio de las percepciones y prácticas educativas indicadores que permitiesen contribuir al fomento de culturas escolares más inclusivas. Dado lo anteriormente señalado, se procedió a diseñar material de trabajo con docentes, directivos, familia y alumnado para desarrollar estrategias en los distintos niveles educativos (educación parvularia y básica) de atención a la diversidad. Los talleres se aplicaron en un establecimiento educacional de la ciudad de Temuco. La investigación, se sustentó en un paradigma cualitativo de investigación aplicándose para la recogida de información instrumentos como la entrevista semiestructurada, grupos focales y registros micro etnográficos producto de las filmaciones efectuadas de las prácticas pedagógicas de los profesores que formaron parte del estudio. Conclusiones desde los tres agentes se destacan: Los docentes relevan el espacio de reflexión que se propició en cada uno de los talleres, lo cual permitió el reconocimiento de la diversidad en su dimensión más amplia y significado actual y el impacto en la cultura y el quehacer pedagógico en la escuela; Las familias valoran la importancia de la educación impartida en la escuela como un pilar importante en el desarrollo de la convivencia y respeto con las personas que conforman su medio; Las familias reconocen las diferencias desde todas las perspectivas, ya sean de tipos étnicas, religiosas, sociales de capacidades, características individuales y culturales, sin embargo el tema de género no se vislumbra en el concepto de diversidad; Utilizar estrategias de trabajo colaborativo entre los niños permite desarrollar valores que se dirigen hacia el respeto por el otro en cuanto a sus diferencias y características propias, además de ampliar su visión con respecto a la aceptación de la diversidad.</description><subject>Diversidad</subject><subject>Diversity</subject><subject>Educational managament</subject><subject>Gestión educativa</subject><subject>Inclusive practices</subject><subject>Percepción</subject><subject>Perception</subject><subject>Prácticas inclusivas</subject><issn>0718-7378</issn><issn>0718-5480</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2011</creationdate><recordtype>article</recordtype><sourceid>FKZ</sourceid><recordid>eNpjYeA0MDe00DU3NrfgYOAtLs5MMjAxMTe1NDEx4mTQcE0pTU5Mzjy8OU8hMy85p7Q4syzRSuHQft_MknyFfIWi1MSczJTEFHseBta0xJziVF4ozc1g4-Ya4uyhm5KZmJOXWhJfUJSZm1hUGZ-fmBkPEyvNyyzKzM9KjE8tjncMCjEwMDA0NzSzNDEyplA7AJdfRNM</recordid><startdate>2011</startdate><enddate>2011</enddate><creator>Riquelme Bravo, Paula</creator><creator>Morales, Damaris</creator><creator>Barria Navarro, Cecilia</creator><creator>Damm Muñoz, Ximena</creator><scope>AGMXS</scope><scope>FKZ</scope></search><sort><creationdate>2011</creationdate><title>Educación inclusiva: ¿Mito o realidad?</title><author>Riquelme Bravo, Paula ; Morales, Damaris ; Barria Navarro, Cecilia ; Damm Muñoz, Ximena</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-dialnet_primary_oai_dialnet_unirioja_es_ART00017169423</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>spa</language><creationdate>2011</creationdate><topic>Diversidad</topic><topic>Diversity</topic><topic>Educational managament</topic><topic>Gestión educativa</topic><topic>Inclusive practices</topic><topic>Percepción</topic><topic>Perception</topic><topic>Prácticas inclusivas</topic><toplevel>online_resources</toplevel><creatorcontrib>Riquelme Bravo, Paula</creatorcontrib><creatorcontrib>Morales, Damaris</creatorcontrib><creatorcontrib>Barria Navarro, Cecilia</creatorcontrib><creatorcontrib>Damm Muñoz, Ximena</creatorcontrib><collection>Dialnet (Open Access Full Text)</collection><collection>Dialnet</collection><jtitle>Revista latinoamericana de educación inclusiva</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Riquelme Bravo, Paula</au><au>Morales, Damaris</au><au>Barria Navarro, Cecilia</au><au>Damm Muñoz, Ximena</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Educación inclusiva: ¿Mito o realidad?</atitle><jtitle>Revista latinoamericana de educación inclusiva</jtitle><date>2011</date><risdate>2011</risdate><volume>5</volume><issue>1</issue><spage>125</spage><epage>143</epage><pages>125-143</pages><issn>0718-7378</issn><issn>0718-5480</issn><abstract>The following research had as objectives to recognize educative management practices (teaching situations) that act in response to diversity, or the ones that make it more difficult. The study was carried out in a regular educational institution in the city of Temuco. The recognition was worked out through the description of the different actors’ opinion and their perception about inclusive educational practices in their community. Besides, during the study of perceptions and educational practices new indicators appeared. These indicators will eventually allow a contribution to increase more inclusive scholar cultures. Due to the just mentioned situations, work material had to be designed with the contribution of Teachers, Headmasters, families and students with the objective to develop strategies for the different educational levels (pre- elementary and elementary levels), all these focusing on diversity. The elaborated workshops were applied in an educational institution in Temuco, and they were focused on the whole educational community. The research was supported under the qualitative paradigm. This Paradigm was applied on the Instruments to collect the information. The instruments used for the gathering of information were: semi-structured interviews, focus groups, and micro ethnographic records. These records were filmed during the pedagogic practices of the teachers that were part of the research.Concluding in relation to the three agents: The teachers appreciate the environment created during the workshops. It allowed the recognition of diversity in a significant and wider dimension, as well as its actual meaning and its impact in culture and teaching practices at school.Families appreciate the importance of the education given by the school, and they consider it as the main support in the development of coexistence and respect to the people that are part of their environment. The families recognize the differences of all type, such as: ethnic, religious, social capacities, individual characteristics, and cultural differences. Even The gender topic did not show up, creating collaborative work between girls and boys allows the development of values focused on respect, and their differences according to their own characteristics, besides this motion help children to open their vision in terms of diversity acceptance.
El presente estudio se planteó como objetivos reconocer en establecimientos de educación regular de la comuna de Temuco prácticas de gestión educativa y aprendizaje (situaciones pedagógicas) que respondan a la diversidad y/o la dificultan, describiendo a partir de la opinión de los diversos actores (docentes, familia y estudiantado), su percepción, sobre la instalación en su comunidad educativa de prácticas inclusivas. Además se levantó, a partir del estudio de las percepciones y prácticas educativas indicadores que permitiesen contribuir al fomento de culturas escolares más inclusivas. Dado lo anteriormente señalado, se procedió a diseñar material de trabajo con docentes, directivos, familia y alumnado para desarrollar estrategias en los distintos niveles educativos (educación parvularia y básica) de atención a la diversidad. Los talleres se aplicaron en un establecimiento educacional de la ciudad de Temuco. La investigación, se sustentó en un paradigma cualitativo de investigación aplicándose para la recogida de información instrumentos como la entrevista semiestructurada, grupos focales y registros micro etnográficos producto de las filmaciones efectuadas de las prácticas pedagógicas de los profesores que formaron parte del estudio. Conclusiones desde los tres agentes se destacan: Los docentes relevan el espacio de reflexión que se propició en cada uno de los talleres, lo cual permitió el reconocimiento de la diversidad en su dimensión más amplia y significado actual y el impacto en la cultura y el quehacer pedagógico en la escuela; Las familias valoran la importancia de la educación impartida en la escuela como un pilar importante en el desarrollo de la convivencia y respeto con las personas que conforman su medio; Las familias reconocen las diferencias desde todas las perspectivas, ya sean de tipos étnicas, religiosas, sociales de capacidades, características individuales y culturales, sin embargo el tema de género no se vislumbra en el concepto de diversidad; Utilizar estrategias de trabajo colaborativo entre los niños permite desarrollar valores que se dirigen hacia el respeto por el otro en cuanto a sus diferencias y características propias, además de ampliar su visión con respecto a la aceptación de la diversidad.</abstract><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0718-7378 |
| ispartof | Revista latinoamericana de educación inclusiva, 2011, Vol.5 (1), p.125-143 |
| issn | 0718-7378 0718-5480 |
| language | spa |
| recordid | cdi_dialnet_primary_oai_dialnet_unirioja_es_ART0001716942 |
| source | Dialnet; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals |
| subjects | Diversidad Diversity Educational managament Gestión educativa Inclusive practices Percepción Perception Prácticas inclusivas |
| title | Educación inclusiva: ¿Mito o realidad? |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-03T20%3A11%3A47IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-dialnet&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Educaci%C3%B3n%20inclusiva:%20%C2%BFMito%20o%20realidad?&rft.jtitle=Revista%20latinoamericana%20de%20educaci%C3%B3n%20inclusiva&rft.au=Riquelme%20Bravo,%20Paula&rft.date=2011&rft.volume=5&rft.issue=1&rft.spage=125&rft.epage=143&rft.pages=125-143&rft.issn=0718-7378&rft_id=info:doi/&rft_dat=%3Cdialnet%3Eoai_dialnet_unirioja_es_ART0001716942%3C/dialnet%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_id=info:pmid/&rfr_iscdi=true |