Plan de gestión orientado hacia la calidad educativa con énfasis en el enfoque inclusivo de la educación básica para la resignificación del PEI
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Fecha
2025
Autores
Velásquez Luna, Sandro Javier
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La educación inclusiva constituye un eje fundamental para garantizar la equidad y la calidad educativa, especialmente en contextos con barreras para la participación de estudiantes con discapacidad. Con este propósito, la investigación tuvo como objetivo diseñar un plan de gestión orientado a la calidad educativa con énfasis en inclusión en la Educación Básica del municipio de Chinácota, Norte de Santander, priorizando la atención integral de los estudiantes con discapacidad e integrando las perspectivas de docentes,
familias, directivos y personal de apoyo, con el fin de resignificar el Proyecto Educativo Institucional (PEI). El estudio se enmarcó en un paradigma pragmático, con enfoque mixto y diseño convergente, articulando información cuantitativa y cualitativa. En el componente cuantitativo, se aplicó un cuestionario a 82 docentes, analizado con estadística descriptiva y correlacional para valorar la implementación de políticas y prácticas inclusivas. En el cualitativo, se realizaron entrevistas semiestructuradas a rectores, docentes, padres de familia y un docente de apoyo de la Secretaría de Educación, con el fin de comprender percepciones y desafíos. Los hallazgos evidencian la necesidad de fortalecer la
formación docente en atención a la diversidad, consolidar la inclusión como eje transversal del PEI y diseñar un plan de gestión que articule normativa, infraestructura, dotación de materiales y tecnologías de apoyo. Asimismo, se resalta la importancia de invertir en talento humano especializado y en la corresponsabilidad de las familias mediante el seguimiento a los PIAR y la evaluación de estrategias inclusivas. Se concluye que una gestión educativa eficaz conecta las aspiraciones del PEI con la práctica en el aula, garantizando aprendizajes significativos y una educación de calidad para todos.
Inclusive education is a fundamental pillar for ensuring educational equity and quality, especially in contexts where there are barriers to the participation of students with disabilities. With this in mind, the research aimed to design a management plan focused on educational quality with an emphasis on inclusion in basic education in the municipality of Chinácota, Norte de Santander, prioritising comprehensive care for students with disabilities and integrating the perspectives of teachers, families, administrators and support staff, with the aim of redefining the Institutional Educational Project (PEI). The study was framed within a pragmatic paradigm, with a mixed approach and convergent design, articulating quantitative and qualitative information. In the quantitative component, a questionnaire was administered to 82 teachers, analysed with descriptive and correlational statistics to assess the implementation of inclusive policies and practices. In the qualitative component, semi-structured interviews were conducted with principals, teachers, parents and a support teacher from the Ministry of Education in order to understand perceptions and challenges. The findings highlight the need to strengthen teacher training in diversity, consolidate inclusion as a cross-cutting theme in the PEI, and design a management plan that coordinates regulations, infrastructure, provision of materials, and support technologies. They also emphasise the importance of investing in specialised human talent and in the shared responsibility of families through monitoring PIARs and evaluating inclusive strategies. It is concluded that effective educational management connects the aspirations of the PEI with classroom practice, ensuring meaningful learning and quality education for all.
Inclusive education is a fundamental pillar for ensuring educational equity and quality, especially in contexts where there are barriers to the participation of students with disabilities. With this in mind, the research aimed to design a management plan focused on educational quality with an emphasis on inclusion in basic education in the municipality of Chinácota, Norte de Santander, prioritising comprehensive care for students with disabilities and integrating the perspectives of teachers, families, administrators and support staff, with the aim of redefining the Institutional Educational Project (PEI). The study was framed within a pragmatic paradigm, with a mixed approach and convergent design, articulating quantitative and qualitative information. In the quantitative component, a questionnaire was administered to 82 teachers, analysed with descriptive and correlational statistics to assess the implementation of inclusive policies and practices. In the qualitative component, semi-structured interviews were conducted with principals, teachers, parents and a support teacher from the Ministry of Education in order to understand perceptions and challenges. The findings highlight the need to strengthen teacher training in diversity, consolidate inclusion as a cross-cutting theme in the PEI, and design a management plan that coordinates regulations, infrastructure, provision of materials, and support technologies. They also emphasise the importance of investing in specialised human talent and in the shared responsibility of families through monitoring PIARs and evaluating inclusive strategies. It is concluded that effective educational management connects the aspirations of the PEI with classroom practice, ensuring meaningful learning and quality education for all.
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Palabras clave
Plan de gestión, Inclusión educativa, Discapacidad, Proyecto educativo Institucional
