Classroom teachers' perceptions of inclusive education from a Colombian experience [Percepción de los docentes de aula sobre la educación inclusiva desde una experiencia en Colombia]
DOI:
https://doi.org/10.62574/rmpi.v4i4.227Keywords:
inclusive education, right to education, educational opportunitiesAbstract
Inclusive education has become a central focus of global education policies. This phenomenological study aims to theorise classroom teachers' perception of inclusive education from an experience in Colombia. The study is situated in a phenomenological orientation, working with seven teachers who interacted as key informants. From a phenomenological perspective, the Colombian teachers' perception of inclusive education is articulated as an experience committed to the recognition of each student. In their testimonies, an understanding of inclusive education emerges not only as a strategy, but also as an act of respect for human diversity, where each subject is valued integrally and ethically. For teachers, this experience becomes a pedagogical challenge, in which lack of resources and lack of specialised training are experienced as barriers.
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