Percepciones sobre la educación inclusiva y formación docente en zona rural de Perú
Date
Journal Title
Journal ISSN
Volume Title
Publisher
Horizontes Rev. Inv. Cs. Edu.
Abstract
Una concepción limitada de la inclusión, combinada con una formación docente deficiente, puede generar prácticas homogeneizadoras que ignoran la diversidad de necesidades en el aula. Para explorar esta problemática, la investigación tuvo como objetivo analizar las percepciones de docentes de Educación Básica Regular de instituciones educativas en zonas rurales de Lambayeque en Perú sobre educación inclusiva y formación docente. Con un enfoque cualitativo y diseño fenomenológico, se realizaron entrevistas semiestructuradas a cuatro educadores. La información recogida se organizó e interpretó mediante la técnica de "Open Coding". Los resultados revelaron una concepción tradicional de inclusión, centradas en alumnos con necesidades educativas especiales, aunque se reconoció la importancia de atender la diversidad. Se identificó la falta de apoyo institucional y capacitación efectiva, frente a lo cual recurren a la autoformación y al trabajo colaborativo. En conclusión, se requiere una revisión de políticas y programas de capacitación para apoyar a los maestros rurales.
A limited conception of inclusion, combined with poor teacher training, can lead to homogenizing practices that ignore the diversity of needs in the classroom. To explore this problem, the research aimed to analyze the perceptions of Regular Basic Education teachers from educational institutions in rural areas of Lambayeque, Peru, about inclusive education and teacher training. Using a qualitative approach and phenomenological design, semi-structured interviews were conducted with four educators. The information collected was organized and interpreted using the "Open Coding" technique. The results revealed traditional conceptions of inclusion, focused on students with special educational needs, although the importance of addressing diversity was recognized. The lack of institutional support and effective training was identified, in response to which they resort to self-training and collaborative work. In conclusion, a review of policies and training programs is required to support rural teachers.
A limited conception of inclusion, combined with poor teacher training, can lead to homogenizing practices that ignore the diversity of needs in the classroom. To explore this problem, the research aimed to analyze the perceptions of Regular Basic Education teachers from educational institutions in rural areas of Lambayeque, Peru, about inclusive education and teacher training. Using a qualitative approach and phenomenological design, semi-structured interviews were conducted with four educators. The information collected was organized and interpreted using the "Open Coding" technique. The results revealed traditional conceptions of inclusion, focused on students with special educational needs, although the importance of addressing diversity was recognized. The lack of institutional support and effective training was identified, in response to which they resort to self-training and collaborative work. In conclusion, a review of policies and training programs is required to support rural teachers.
Description
Vol. 9, No. 37
Keywords
Autoformación, Educación inclusiva, Formación docente, Percepciones docentes, Necesidades Educativas Especiales, Self-training, Inclusive education, Teacher training, Teacher perceptions, Special Education Needs, Autotreinamento, Educação inclusiva, Formação de professores, Percepções dos professores, Necessidades Educacionais Especiais