Pedagogical Practices in the Transition Process towards an Inclusive School. Six Experiences in El Salvador
DOI:
https://doi.org/10.4067/S0718-73782018000100095Keywords:
Teaching practice, Parent participation, Student participation, Learning, El SalvadorAbstract
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.
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 Revista Latinoamericana de Educación Inclusiva
This work is licensed under a Creative Commons Attribution 4.0 International License.
Creative Commons Reconocimiento (by)
Esta licencia permite la explotación de la obra, así como la creación de obras derivadas, la distribución de las cuales también está permitida con la condición de que se haga referencia expresa al autor/a, es decir, que aparezca su nombre en cualquier uso o acto de explotación que se haga de la obra.