Prácticas pedagógicas en el contexto de una educación inclusiva: una vía metodológica de interlocución social, para el reconocimiento de la diversidad
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Fecha
2022
Autores
Mercado Benítez, Ana Carolina
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La presente investigación apropia, desde el paradigma sociocrítico, procesos de
transformación social en el contexto de una escuela que evidencia profundas
contradicciones epistemológicas, toda vez que declara en su horizonte pedagógico
un enfoque de formación basado en la inclusión. No obstante, en la realidad, se
devela la existencia de prácticas pedagógicas lineales, que irrumpen los procesos
de la educación inclusiva y la diversidad cultural, que desvirtúan a la condición
humana. Para ello, este trabajo se orienta hacia la caracterización de la práctica
pedagógica, desde los fundamentos epistemológicos y teóricos asociados a los
procesos educativos de la inclusión y la diversidad en básica primaria; en la
intención de promover espacios de reflexión crítica para dilucidar las convergencias
y divergencias que favorecen el desarrollo de unas prácticas pedagógicas que
respalden metodológicamente los procesos de inclusión y diversidad. Así mismo, se
generaron reflexiones epistemológicas y metodológicas, que propiciaron escenarios
dialógicos para la configuración desde la acción colectiva de una propuesta
transformadora, orientada hacia una práctica pedagógica inclusiva y diversa,
mediada por una vía metodológica emergente. Es de resaltar que, en este proceso,
las complementariedades teóricas y metodológicas son consecuencias de los
contextos emergentes de la misma investigación y abren caminos para la formación
de un sujeto creativo, emancipado y diverso, capaz de trascender su realidad y la
del entorno próximo. En este sentido, asume los postulados del Paradigma Socio
Critico, y orienta un tipo de Investigación Acción Educativa (IAE) con la finalidad de
resignificar colectivamente las prácticas pedagógicas, desde un enfoque inclusivo y
diverso, a partir del reconocimiento de las subjetividades, la identidad, cultural y las
dimensiones del ser
This This research study appropriated the socio-critical paradigms and transformation processes in the context of a school that portraits deep epistemological contradictions; since it declares in its pedagogical horizon an instructional approach based upon social inclusion; however, there exits repetitive and lineal pedagogical practices that delay and contradict the human and cognitive foundations of inclusive education and diversity. Thus, this study is oriented towards the characterization of the pedagogical practice, from the epistemological and theoretical foundations associated with the educational processes of inclusion and diversity in primary school; and in the intention of promoting critical reflection scopes in order to elucidate the convergences and divergences that allow the development of pedagogical practices which support methodologically the processes of inclusion and diversity. Likewise, epistemological and methodological reflections were generated, which fostered communicative interchanges that contributed to collective creation of a transformative proposal oriented towards an inclusive and diverse pedagogical practice and moderated through an emerging methodological path. In this process, the theoretical-methodological complementarities are consequences of the emerging contexts of the research study and they opened paths for the formation of a creative, emancipated and diverse subject, who is capable of transcending his/ her reality and context. The foregoing is intended to be achieved through the development of an Educational Action Research (EAR) method that enables progress in the collective redefinition of pedagogical practices, from an inclusive and diverse approach, based upon the recognition of subjectivities, cultural identity, otherness, human condition and integral formation.
This This research study appropriated the socio-critical paradigms and transformation processes in the context of a school that portraits deep epistemological contradictions; since it declares in its pedagogical horizon an instructional approach based upon social inclusion; however, there exits repetitive and lineal pedagogical practices that delay and contradict the human and cognitive foundations of inclusive education and diversity. Thus, this study is oriented towards the characterization of the pedagogical practice, from the epistemological and theoretical foundations associated with the educational processes of inclusion and diversity in primary school; and in the intention of promoting critical reflection scopes in order to elucidate the convergences and divergences that allow the development of pedagogical practices which support methodologically the processes of inclusion and diversity. Likewise, epistemological and methodological reflections were generated, which fostered communicative interchanges that contributed to collective creation of a transformative proposal oriented towards an inclusive and diverse pedagogical practice and moderated through an emerging methodological path. In this process, the theoretical-methodological complementarities are consequences of the emerging contexts of the research study and they opened paths for the formation of a creative, emancipated and diverse subject, who is capable of transcending his/ her reality and context. The foregoing is intended to be achieved through the development of an Educational Action Research (EAR) method that enables progress in the collective redefinition of pedagogical practices, from an inclusive and diverse approach, based upon the recognition of subjectivities, cultural identity, otherness, human condition and integral formation.
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Palabras clave
Práctica pedagógica, Educación inclusiva, Diversidad, Inclusive education, Diversity, Pedagogical practice