Percepción de los docentes de aula sobre la educación inclusiva desde una experiencia en Colombia [Classroom teachers' perceptions of inclusive education from a Colombian experience]
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https://doi.org/10.62574/rmpi.v4i4.227Palabras clave:
educación inclusiva, derecho a la educación, oportunidades educacionalesResumen
La educación inclusiva, se ha convertido en un eje central de las políticas educativas globales. Este estudio de corte fenomenológico tiene por objetivo hacer una teorización sobre la percepción de los docentes de aula sobre la educación inclusiva desde una experiencia en Colombia. El estudio se sitúa en una orientación fenomenológica, se trabajó con siete docentes que interactuaron como informantes clave. Desde una perspectiva fenomenológica, la percepción de los docentes colombianos sobre la educación inclusiva se articula como una vivencia comprometida con el reconocimiento de cada estudiante. En sus testimonios, emerge una comprensión de la educación inclusiva no solo como una estrategia, sino como un acto de respeto hacia la diversidad humana, donde cada sujeto es valorado integral y éticamente. Para los docentes, esta vivencia se transforma en un desafío pedagógico, en el que la carencia de recursos y la falta de formación especializada se experimentan como barreras.
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