Concepciones sobre Educación Inclusiva y su relación con la práctica pedagógica de los docentes:: Un estudio de caso

Abstract

Inclusive Education (IE) focuses on the attention to diversity, to the extent that, through administrative and peda-gogical processes, it seeks to recognise and enhance the strengths of all students in vulnerable situations, taking into account their different styles, rhythms and particularities in learning. From this perspective, the present research developed in a Educational Institution in the city of Monteria-Cordoba. The study aimed at determining the rela-tionships that exist between the conceptions that teachers of this institution have about inclusive education (IE) and the relationships that exist between these with the pedagogical practice that they develop in their classrooms. In order to achieve this goal, the methodology used was based on a qualitative approach, with a phenomenological design, which allowed the authors to highlight the experiences of the teachers and to rescue the immersed voices that show whether or not there is a relationship between what they say and what they do in terms of the implemen-tation of IE. Three techniques were used to collect the information: a contextual reading, a semi-structured interview with 8 secondary school teachers from grades 6 to 11 and three different class sessions were observed by each teacher, recording what was observed through an observation protocol. The results obtained highlight that most of the pedagogical practices of teachers are not related to what they think about IE and that, in addition, they conceive the term inclusive only from the point of disability.