Please use this identifier to cite or link to this item: http://hdl.handle.net/1843/38336
Type: Tese
Title: En el marco de inclusión: prácticas en una escuela de referencia en Colombia
Other Titles: In the framework of inclusion: practices in a reference school in Colombia
Authors: Yudi Esmeralda Pardo Murcia
First Advisor: Marcelo Ricardo Pereira
First Co-advisor: Monica Maria Farid Rahme
Abstract: Las políticas públicas en Colombia en los últimos años han estipulado reformas en el sistema educativo, reafirmando el derecho a la educación que tienen todos los niños, niñas y adolescentes de Colombia, convocando a la escuela como un espacio que acoja la diversidad en el marco de una educación inclusiva. Sin embargo, se reconoce que el ingreso de todos los estudiantes —incluyendo aquellas poblaciones que han sido excluidas y vulneradas, entre ellas, las personas con discapacidad— no garantiza que exista una educación inclusiva. En este sentido, el presente trabajo se centra en la mirada hacia la labor de los docentes con el objetivo de analizar y comprender los elementos de las prácticas pedagógicas de los profesores que posibilitan o generan barreras de inclusión de los estudiantes con discapacidad. Para ello, este estudio desarrolla un marco teórico que abarca diferentes posturas frente a las prácticas pedagógicas inclusivas de los docentes con estudiantes con discapacidad, brindando elementos que permiten comprender la realidad dentro de un colegio de Bogotá que es referente por su trayectoria en el camino hacia la educación inclusiva, incluso desde antes de que esta estuviera estipulada en la política pública de Colombia. Esta investigación se ha desarrollado a través de entrevistas y de la observación participante, logrando un acercamiento a la realidad en la institución educativa y a las prácticas pedagógicas de los docentes, lo cual ha permitido definir categorías que a través de su análisis percibieron diferentes prácticas evidenciando posibles caminos hacia una educación inclusiva, como también aquellas que se naturalizan como inclusivas, pero que recaen en prácticas de exclusión.
Abstract: Public policies in Colombia in recent years have stipulated reforms in the educational system; reaffirming the right to education of all children and adolescents in Colombia and calling for the school as a space that welcomes diversity within the framework of inclusive education. However, it is recognized that the admission of all students —including those populations that have been excluded and violated, among them, people with disabilities— does not guarantee the existence of an inclusive education. In this sense, this paper focuses on the role of the educators with the aim of analyzing and understanding the elements of teachers' pedagogical practices that enable or create barriers in the inclusion of students with disabilities. For this purpose, this study develops a theoretical framework that covers different positions regarding the inclusive pedagogical practices of teachers with students with disabilities, providing elements that allow understanding the reality within a school in Bogota that is a reference for its trajectory in the path towards inclusive education, even before it was stipulated in the public policy of Colombia. This research has been developed through interviews and participant observation, achieving an approach to the reality in the educational institution and to the pedagogical practices of teachers, which has allowed defining categories that through their analysis perceived different practices evidencing possible paths towards an inclusive education, as well as those that are naturalized as inclusive, but that fall back on exclusionary practices.
Subject: Educação
Educação especial - Políticas públicas - Colômbia
Educação inclusiva - Colômbia
. Inclusão em educação - Colômbia
Professores de educação especial - Formação - Colômbia
Professores de educação especial - Prática de ensino - Colômbia
Educação - Políticas públicas - Colômbia
Pessoas com deficiência - Políticas públicas - Colômbia
Pessoas com deficiência - Educação - Colômbia
Colômbia - Educação
language: spa
metadata.dc.publisher.country: Brasil
Publisher: Universidade Federal de Minas Gerais
Publisher Initials: UFMG
metadata.dc.publisher.department: FAE - FACULDADE DE EDUCAÇÃO
metadata.dc.publisher.program: Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social
Rights: Acesso Aberto
metadata.dc.rights.uri: http://creativecommons.org/licenses/by-nc-nd/3.0/pt/
URI: http://hdl.handle.net/1843/38336
Issue Date: 30-Apr-2021
Appears in Collections:Teses de Doutorado

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