Publicación:

El taller como estrategia pedagógica en procesos de sensibilización en el aula a través de la educación inclusiva

Resumen

The present work of degree entitled The workshop as a pedagogical strategy in processes of awareness in the classroom through inclusive education, has the purpose of making known the impact of the implementation of the pedagogical strategy that is approached from the development of workshops of awareness-raising towards the recognition of diversity in the classroom as well as towards the transformation of the imaginary of the concept of disability, within the framework of Inclusive Education. The research comes to a qualitative research methodology and an Educational Action Research design, conducted with a group of Primary Basic students in the context of public educational institution in the city of Bogota. To this end, it was necessary to address information collection techniques, which allowed the collection of qualitative data for its treatment and subsequent analysis, this being the input for the design and subsequent implementation of the pedagogical strategy. In this sense, the data collection tools used were the survey, the forms of which were two: the first aimed at the teachers group directors of Headquarters B, with the aim of identifying the degree of knowledge of the teachers of the institution towards inclusive education and attention to diversity from preschool to fifth grade; and the second applied to students in grade 501, with the aim of recognizing the inclusive values that students practice within the classroom. The pedagogical strategy that emerges from this process of analysis of information allowed in addition to the fulfillment of the purpose that was to sensitize from the classroom the processes of inclusive education at the José Acevedo y Gómez educational institution, to manage significant supports in the Institution with which there was not the entry of a support teacher, as well as the transversalization of the strategy at the institutional level. Similarly, during the research, important findings were found, confirming the approach to the problem and is that it shows the need to address inclusion processes for all, transforming imaginaries and developing inclusive values that allow students to accept and recognize for difference. Noting that through the awareness workshops, aimed at students and elaborated with specific topics related to the concept and those of disability, diversity as well as values, an inclusive culture can be positioned in the Institution, because it is possible to generate a change of attitude in students, towards the recognition and acceptance of one's diversity and that of others , which at present and from the normative framework since Decree 1421 is possible to find in any classroom of the school. This work is considered important because by transforming the practice and attitude of the educational community, starting in the classroom, it will allow a quality education to be provided for all, where all students are recognized from their own rhythms and learning styles and have the same opportunities for learning and getting ahead.