Pedagogical Practices in the Transition Process towards an Inclusive School. Six Experiences in El Salvador

Authors

DOI:

https://doi.org/10.4067/S0718-73782018000100095

Keywords:

Teaching practice, Parent participation, Student participation, Learning, El Salvador

Abstract

This article analyzes six pedagogical practices developed in Salvadoran schools during 2016, considering aspects such as school culture, the participation of social actors and the contextualization of learning. The research is qualitative, based on the design of case studies and with the participation of school principals, teachers and mothers. Among the findings obtained is the bonding that teachers usually establish with students, since it is based on the acknowledging and acceptance of the person based on their difference. And this connection is what has favored the participation of families and the community in the educational process and is gradually transforming pedagogical practices, since it will be difficult for schools to become more inclusive unless they focus on encountering one another.

Author Biography

Cristina Aracely Muñoz Morán, Universidad Evangélica de El Salvador

Maestra en Política y Evaluación Educativa (Universidad Centroamericana José Simeón Cañas), Licenciada en Psicología (Universidad de Deusto), y Profesora en Educación Especial para el nivel básico (Universidad Católica de Occidente), es Catedrática de la Universidad Evangélica de El Salvador en el Departamento de Educación Especial. Su labor de investigación está relacionada con el desarrollo de la educación inclusiva a través de las prácticas pedagógicas, la participación de actores sociales y la gestión escolar, teniendo como punto de referencia el reconocimiento de la persona en el contexto educativo.

Published

2018-05-15

How to Cite

Muñoz Morán, C. A. (2018). Pedagogical Practices in the Transition Process towards an Inclusive School. Six Experiences in El Salvador. Revista Latinoamericana De Educación Inclusiva - Latin American Journal of Inclusive Educatio, 12(1), 95–110. https://doi.org/10.4067/S0718-73782018000100095