Perfil del docente inclusivo en una universidad del norte de Perú
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Tribunal
Abstract
La educación en la actualidad, enfrenta a un desafío trascendental: garantizar la accesibilidad para todos, sin importar las diversas necesidades que puedan presentar los estudiantes. El objetivo del estudio es analizar el perfil del docente inclusivo en una universidad del norte de Perú. Se empleó una metodología cualitativa, paradigma interpretativo fenomenológico. La técnica entrevistas semiestructuradas aplicadas a 4 docentes de educación superior. Los resultados revelaron que la mayoría de los docentes concebía la discapacidad desde el modelo social, provocando una educación inclusiva. Los hallazgos señalan que es necesario una capacitación continua en pedagogía inclusiva, estrategias de enseñanza, trabajo en equipo y actitud de empatía por parte de los docentes. Se concluye que, existe una necesidad de transformar las universidades del norte de Perú en ambientes verdaderamente inclusivos. Esta tarea no solo implica la adaptación de infraestructuras o la provisión de recursos, sino que requiere establecer una cultura inclusiva por cada miembro de la comunidad académica.
Education today faces a transcendental challenge: ensuring accessibility for all, regardless of the diverse needs of students. The objective of this study is to analyze the profile of the inclusive professor at a university in northern Peru. A qualitative methodology, based on the phenomenological interpretive paradigm, was used. The technique used was semi-structured interviews with four higher education professors. The results revealed that most professors viewed disability from a social perspective, fostering inclusive education. The findings indicate the need for ongoing training in inclusive pedagogy, teaching strategies, teamwork, and empathy among professors. It is concluded that there is a need to transform universities in northern Peru into truly inclusive environments. This task not only involves adapting infrastructure or providing resources, but also requires establishing an inclusive culture for every member of the academic community.
Education today faces a transcendental challenge: ensuring accessibility for all, regardless of the diverse needs of students. The objective of this study is to analyze the profile of the inclusive professor at a university in northern Peru. A qualitative methodology, based on the phenomenological interpretive paradigm, was used. The technique used was semi-structured interviews with four higher education professors. The results revealed that most professors viewed disability from a social perspective, fostering inclusive education. The findings indicate the need for ongoing training in inclusive pedagogy, teaching strategies, teamwork, and empathy among professors. It is concluded that there is a need to transform universities in northern Peru into truly inclusive environments. This task not only involves adapting infrastructure or providing resources, but also requires establishing an inclusive culture for every member of the academic community.
Description
Vol. 5, No. 11