Formación pedagógica y desarrollo de evaluación formativa en estudiantes con capacidades diferenciadoras en el Colegio el Carmen Teresiano de Cúcuta
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Fecha
2023
Autores
Sandoval Ramírez, Dora Karina
Castro Becerra, Karen Silvana
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La educación inclusiva es un desafío que debe ser afrontado por diversos profesionales en el área de la pedagogía, para ello, el educador debe prepararse, ya que resulta necesario que este sea capaz de brindar una orientación asertiva al estudiante que presenta capacidades diferenciales, llevando al grupo de jóvenes por una ruta que facilite la integralidad de su aprendizaje. Si bien, este sería el escenario ideal en los entornos académicos, es cierto, que existen docentes quienes no cuentan con la formación adecuada para tratar con jóvenes quienes requieren de una atención personalizada ya que sus necesidades formativas no son las mismas que las de otros niños o niñas de su edad.
Teniendo en cuenta este panorama, se trazó el objetivo de construir una ruta de formación pedagógica para el desarrollo de una evaluación formativa en estudiantes con capacidades diferenciadoras en el Colegio El Carmen Teresiano de Cúcuta y para dar cumplimiento se llevó a cabo la metodología cualitativa, un diseño de investigación acción-pedagógica y un enfoque socio crítico, en el cual se tuvo en cuenta la aplicación de cuatro instrumentos: la entrevista, el cuestionario, el grupo focal y la estrategia pedagógica: malla de flexibilización curricular, los cuales fueron focalizados en los docentes, para revisar todo el tema de inclusión educativa en el colegio El Carmen Teresiano de Cúcuta, a partir de lo cual permitió evidenciar las falencias en torno al tema de capacitación frente a las normativas legales que orientan la educación inclusiva y las capacidades diferenciadoras de los jóvenes que presentan determinadas condiciones, diagnósticos o capacidades excepcionales.
Por esto surge la propuesta de la Ruta de formación pedagógica para el fortalecimiento de la evaluación formativa en estudiantes con capacidades diferenciales, integrada por cuatro momentos: capacitación docente, integración interdisciplinar, adecuación curricular y seguimiento del proceso formativo, la cual parte de las principales necesidades que se evidencian en el entorno escolar de acuerdo con los datos que arrojó la aplicación de cada instrumento de recolección de información. De allí, que, esta ruta contempla de forma directa las situaciones y experiencias que vivencias los docentes, estudiantes y demás miembros de la comunidad educativa al abordar la educación inclusiva.
Los procesos de educación inclusiva deben ser abordados desde una postura consciente, reflexiva y orientada al fortalecimiento de las prácticas pedagógicas y la capacitación docente, reconociendo que las experiencias de quienes abordan teórica y metodológicamente el concepto de inclusión en los entornos escolares buscan plantear un modelo escolar nuevo en el cual la comunidad educativa parta de la cooperación, la participación y la integración para desde un enfoque de integralidad promover el aprendizaje significativo, el reconocimiento de la diferencia, y el enriquecimiento que esto aporta al aula y al proceso de enseñanza y aprendizaje.
De igual forma, el aplicar una propuesta o ruta pedagógica contemplando que existen resultados a corto, largo y mediano plazo, de allí, que resultará necesario generar ajustes a medida que en la práctica se identifiquen aspectos que mejoran y potencializan el aprendizaje, en tanto, se busca mejorar las condiciones de los niños y niñas con capacidades diferenciales y de la comunidad académica en general.
Inclusive education is a challenge that must be faced by various professionals in the area of pedagogy, for this, the educator must be prepared, since it is necessary for him to be able to provide an assertive orientation to the student who presents differential abilities, leading to group of young people along a route that facilitates the integrality of their learning. Although this would be the ideal scenario in academic environments, it is true that there are teachers who do not have adequate training to deal with young people who require personalized attention since their training needs are not the same as those of other children or girls her age. Taking this panorama into account, the objective of building a pedagogical training route was outlined for the development of a formative evaluation in students with differentiating capacities in the El Carmen Teresiano de Cúcuta School and to comply with the qualitative methodology, a action-pedagogical research design and a socio-critical approach, in which the application of four instruments was taken into account: the interview, the questionnaire, the focus group and the pedagogical strategy: curricular flexibility mesh, which were focused on the teachers, to review the entire issue of educational inclusion in the El Carmen Teresiano de Cúcuta school, from which it allowed to demonstrate the shortcomings around the issue of training in the face of legal regulations that guide inclusive education and the differentiating capacities of teachers. young people who present certain conditions, diagnoses, or exceptional abilities. For this reason, the proposal of the Pedagogical Training Route arises for the strengthening of formative evaluation in students with differential abilities, integrated by four moments: teacher training, interdisciplinary integration, curricular adaptation, and monitoring of the formative process, which starts from the main needs that are evidenced in the school environment according to the data provided by the application of each information collection instrument. Hence, this route directly contemplates the situations and experiences that teachers, students, and other members of the educational community experience when addressing inclusive education. Inclusive education processes must be approached from a conscious, reflexive position aimed at strengthening pedagogical practices and teacher training, recognizing that the experiences of those who theoretically and methodologically address the concept of inclusion in school environments seek to propose a school model. new in which the educational community starts from cooperation, participation, and integration to promote meaningful learning, recognition of difference, and the enrichment that this brings to the classroom and to the teaching and learning process from a comprehensive approach. In the same way, applying a proposal or pedagogical route contemplating that there are results in the short, long and medium term, hence, it will be necessary to generate adjustments as aspects that improve and potentiate learning are identified in practice, meanwhile, it seeks to improve the conditions of boys and girls with differential abilities and of the academic community in general.
Inclusive education is a challenge that must be faced by various professionals in the area of pedagogy, for this, the educator must be prepared, since it is necessary for him to be able to provide an assertive orientation to the student who presents differential abilities, leading to group of young people along a route that facilitates the integrality of their learning. Although this would be the ideal scenario in academic environments, it is true that there are teachers who do not have adequate training to deal with young people who require personalized attention since their training needs are not the same as those of other children or girls her age. Taking this panorama into account, the objective of building a pedagogical training route was outlined for the development of a formative evaluation in students with differentiating capacities in the El Carmen Teresiano de Cúcuta School and to comply with the qualitative methodology, a action-pedagogical research design and a socio-critical approach, in which the application of four instruments was taken into account: the interview, the questionnaire, the focus group and the pedagogical strategy: curricular flexibility mesh, which were focused on the teachers, to review the entire issue of educational inclusion in the El Carmen Teresiano de Cúcuta school, from which it allowed to demonstrate the shortcomings around the issue of training in the face of legal regulations that guide inclusive education and the differentiating capacities of teachers. young people who present certain conditions, diagnoses, or exceptional abilities. For this reason, the proposal of the Pedagogical Training Route arises for the strengthening of formative evaluation in students with differential abilities, integrated by four moments: teacher training, interdisciplinary integration, curricular adaptation, and monitoring of the formative process, which starts from the main needs that are evidenced in the school environment according to the data provided by the application of each information collection instrument. Hence, this route directly contemplates the situations and experiences that teachers, students, and other members of the educational community experience when addressing inclusive education. Inclusive education processes must be approached from a conscious, reflexive position aimed at strengthening pedagogical practices and teacher training, recognizing that the experiences of those who theoretically and methodologically address the concept of inclusion in school environments seek to propose a school model. new in which the educational community starts from cooperation, participation, and integration to promote meaningful learning, recognition of difference, and the enrichment that this brings to the classroom and to the teaching and learning process from a comprehensive approach. In the same way, applying a proposal or pedagogical route contemplating that there are results in the short, long and medium term, hence, it will be necessary to generate adjustments as aspects that improve and potentiate learning are identified in practice, meanwhile, it seeks to improve the conditions of boys and girls with differential abilities and of the academic community in general.
Descripción
Palabras clave
Capacidades diferenciadoras, Educación inclusiva, Ruta formativa, Estrategias pedagógicas, Evaluación formativa, Differentiating capabilities, Inclusive education, Route, Teaching strategies, Formative assessment
