Prácticas pedagógicas para la inclusión en dos modelos educativos alternativos

Abstract

espanolEl presente estudio exploro la relacion entre las practicas docentes y los niveles percibidos de inclusion por maestros y estudiantes en dos modelos pedagogicos alternativos. Se midieron elementos constitutivos de los modelos que teoricamente parecen favorecer la inclusion a traves de encuestas a docentes y estudiantes, y se hicieron pruebas de correlacion para comprobar su asociacion con la percepcion de inclusion. Los resultados muestran diferencias entre los reportes de docentes y estudiantes. Para los primeros, las practicas centradas en los sujetos, pertinentes al contexto y con incidencia comunitaria a favor de la organizacion social, ostentan mayores puntajes de inclusion que las de tipo dialogico; mientras que segundos otorgan mas puntaje a estas ultimas. Esto sugiere que las practicas centradas en promover lo dialogico entre individuos resultan mas efectivas desde la perspectiva de los estudiantes en terminos de generar inclusion en el aula. EnglishIn the present study, the relationship between teaching practices and perceived levels of inclusion was explored for both teachers and students in two alternative pedagogical models. Constitutive elements of the models, that theoretically seem to favor inclusion, were measured through surveys of teachers and students, and correlation tests were carried out to verify their association with the perception of inclusion. The results show differences in the reports given by teachers and students. For teachers, the practices centered on the subjects, pertinent to the context and with community incidence in favor of social organization present higher inclusion scores than the dialogic-type practices, while, for the students, dialogic-type practices present higher scores. These results suggest that practices focused on promoting dialogue between individuals are more effective from the students’ perspective in terms of fostering inclusion in the classroom.