El perfil del docente de educación inclusiva universitaria en Latinoamérica. Revisión sistemática
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Horizontes Rev. Inv. Cs. Edu.
Abstract
Este trabajo presenta una revisión sistemática sobre el perfil del docente de educación inclusiva universitaria en Latinoamérica (2020-2025). Se analizan estudios que abordan las estrategias docentes y la educación universitaria inclusiva como derecho fundamental. El objetivo es examinar trabajos académicos sobre el perfil del profesor inclusivo en instituciones universitarias latinoamericanas. El enfoque es cualitativo, siguiendo los lineamientos de protocolo PRISMA 2020, implicó una búsqueda sistemática en las bases de datos Scopus y Scielo empleando operadores booleanos (AND, OR), de un total de 180 artículos, fueron seleccionados 15 artículos para la revisión. Los resultados destacan definiciones, dimensiones y antecedentes de la educación inclusiva y el perfil docente. Se concluye que, a pesar de las políticas, persisten deficiencias en la preparación docente para atender la diversidad de estudiantes con discapacidad. Las conclusiones Subrayan la necesidad de un enfoque integral que aborde tanto la capacitación pedagógica como los aspectos actitudinales y contextuales para fomentar un ambiente universitario genuinamente inclusivo en la región.
This paper presents a systematic review of the profile of inclusive university education teachers in Latin America (2020-2025). It analyzes studies that address teaching strategies and inclusive university education as a fundamental right. The objective is to examine academic works on the profile of inclusive teachers in Latin American university institutions. The qualitative approach, following the PRISMA 2020 protocol guidelines, involved a systematic search of the Scopus and Scielo databases using Boolean operators (AND, OR). From a total of 180 articles, 15 were selected for the review. The results highlight definitions, dimensions, and background of inclusive education and the teacher profile. It concludes that, despite policies, deficiencies persist in teacher preparation to address the diversity of students with disabilities. The conclusions underscore the need for a comprehensive approach that addresses both pedagogical training and attitudinal and contextual aspects to foster a genuinely inclusive university environment in the region.
This paper presents a systematic review of the profile of inclusive university education teachers in Latin America (2020-2025). It analyzes studies that address teaching strategies and inclusive university education as a fundamental right. The objective is to examine academic works on the profile of inclusive teachers in Latin American university institutions. The qualitative approach, following the PRISMA 2020 protocol guidelines, involved a systematic search of the Scopus and Scielo databases using Boolean operators (AND, OR). From a total of 180 articles, 15 were selected for the review. The results highlight definitions, dimensions, and background of inclusive education and the teacher profile. It concludes that, despite policies, deficiencies persist in teacher preparation to address the diversity of students with disabilities. The conclusions underscore the need for a comprehensive approach that addresses both pedagogical training and attitudinal and contextual aspects to foster a genuinely inclusive university environment in the region.
Description
Vol. 9, No. 39