Prácticas inclusivas en la educación indígena, el caso de una escuela primaria en Ensenada, Baja California, México
More than three decades ago, several countries undertook the commitment to develop inclusive education systems based on the postulates of "Education for All", promoted by international organizations. Mexico was no exception, and although its policies have been gradual, the construction of...
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Universidad de Costa Rica
2023
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| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/51608 |
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| author | Solis del Moral, Sharon Stephanie Tinajero Villavicencio, María Guadalupe Cárdenas, Juan Páez |
| author_facet | Solis del Moral, Sharon Stephanie Tinajero Villavicencio, María Guadalupe Cárdenas, Juan Páez |
| author_sort | Solis del Moral, Sharon Stephanie |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | More than three decades ago, several countries undertook the commitment to develop inclusive education systems based on the postulates of "Education for All", promoted by international organizations. Mexico was no exception, and although its policies have been gradual, the construction of inclusive schools has become a central issue, which is a challenge, especially for indigenous schools located in marginalized contexts. From an interpretive paradigm and a qualitative approach, an ethnographic case study was conducted with the objective of collectively constructing the inclusive practices promoted by the 8 people who make up the teaching staff of an indigenous school in Ensenada, Baja California, Mexico, to document and understand them in their daily lives. For this purpose, two ethnographic techniques were used, the teacher interview and on-site observation in the school and in the classrooms; data were collected during eight months, (August 2019 to March 2020). Through the qualitative content analysis technique, it was identified that the teaching staff develops inclusive practices demarcated by their possibilities of action, which acquire meaning in their context. The findings refer to actions such as preventing absenteeism and ensuring permanence, especially for students at risk of social exclusion; attention to students with disabilities and/or specific educational needs; and adaptations in the school trajectory. In the classrooms, teachers make curricular adjustments and adjustments in their classes according to their individual, group, economic and health characteristics. The conclusions highlight how the practices are considered as inclusive as they respond to the characteristics and needs of the context in which the students are located. |
| format | Online |
| id | INIE-RAIE-article-51608 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | spa |
| publishDate | 2023 |
| publisher | Universidad de Costa Rica |
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| spelling | INIE-RAIE-article-516082023-08-09T22:48:25Z Inclusive practices in indigenous education, the case of an elementary school in Ensenada, Baja California, Mexico Prácticas inclusivas en la educación indígena, el caso de una escuela primaria en Ensenada, Baja California, México Solis del Moral, Sharon Stephanie Tinajero Villavicencio, María Guadalupe Cárdenas, Juan Páez inclusive education basic education primary school teachers educación inclusiva educación básica docentes de escuela primaria More than three decades ago, several countries undertook the commitment to develop inclusive education systems based on the postulates of "Education for All", promoted by international organizations. Mexico was no exception, and although its policies have been gradual, the construction of inclusive schools has become a central issue, which is a challenge, especially for indigenous schools located in marginalized contexts. From an interpretive paradigm and a qualitative approach, an ethnographic case study was conducted with the objective of collectively constructing the inclusive practices promoted by the 8 people who make up the teaching staff of an indigenous school in Ensenada, Baja California, Mexico, to document and understand them in their daily lives. For this purpose, two ethnographic techniques were used, the teacher interview and on-site observation in the school and in the classrooms; data were collected during eight months, (August 2019 to March 2020). Through the qualitative content analysis technique, it was identified that the teaching staff develops inclusive practices demarcated by their possibilities of action, which acquire meaning in their context. The findings refer to actions such as preventing absenteeism and ensuring permanence, especially for students at risk of social exclusion; attention to students with disabilities and/or specific educational needs; and adaptations in the school trajectory. In the classrooms, teachers make curricular adjustments and adjustments in their classes according to their individual, group, economic and health characteristics. The conclusions highlight how the practices are considered as inclusive as they respond to the characteristics and needs of the context in which the students are located. Hace más de tres décadas, diversos países asumieron el compromiso de desarrollar sistemas educativos inclusivos a partir de los postulados de una “Educación para Todos”, promovidos por organismos internacionales. México no fue la excepción, y aunque sus políticas han sido graduales, la construcción de escuelas inclusivas ha adquirido centralidad; lo cual es un reto, sobre todo, para las escuelas indígenas marcadas por ubicarse en contextos de marginación. Desde un paradigma interpretativo y un enfoque cualitativo, se realizó un estudio de caso etnográfico con el objetivo de construir colectivamente las prácticas inclusivas impulsadas por las 8 personas que conforman el colectivo docente de una escuela indígena de Ensenada, Baja California, México, para poder documentarlas y comprenderlas en su cotidianidad. Para ello, se utilizaron dos técnicas etnográficas, la entrevista al profesorado y la observación in situ en la escuela y en las aulas; se recolectaron los datos durante ocho meses, (agosto de 2019 a marzo de 2020). A través de la técnica de análisis cualitativo de contenido se identificó que el colectivo docente desarrolla prácticas inclusivas demarcadas por sus posibilidades de actuación, que adquieren sentido en su contexto. Los hallazgos refieren acciones como prevenir el ausentismo y procurar la permanencia, sobre todo del alumnado en riesgo de exclusión social; atención del estudiantado con alguna discapacidad y/o necesidades educativas específicas; y adecuaciones en la trayectoria escolar. En las aulas, el profesorado realiza adecuaciones curriculares y ajustes en sus clases en función de sus características individuales, grupales, económicas y de salud. En las conclusiones destaca cómo las prácticas son consideradas como inclusivas en tanto responden a las características y necesidades del contexto situado del estudiantado. Universidad de Costa Rica 2023-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Text Article Texto application/pdf text/xml application/zip https://revistas.ucr.ac.cr/index.php/aie/article/view/51608 10.15517/aie.v23i1.51608 Actualidades Investigativas en Educación; Vol. 23 No. 1 (2023): (January-April); 1-28 Actualidades Investigativas en Educación; Vol. 23 Núm. 1 (2023): (Enero-Abril); 1-28 Actualidades Investigativas en Educación; v. 23 n. 1 (2023): (Enero-Abril); 1-28 1409-4703 spa https://revistas.ucr.ac.cr/index.php/aie/article/view/51608/53553 https://revistas.ucr.ac.cr/index.php/aie/article/view/51608/55402 https://revistas.ucr.ac.cr/index.php/aie/article/view/51608/55403 Derechos de autor 2022 Sharon Stephanie Solis del Moral, María Guadalupe Tinajero Villavicencio, Juan Páez Cárdenas http://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | inclusive education basic education primary school teachers educación inclusiva educación básica docentes de escuela primaria Solis del Moral, Sharon Stephanie Tinajero Villavicencio, María Guadalupe Cárdenas, Juan Páez Prácticas inclusivas en la educación indígena, el caso de una escuela primaria en Ensenada, Baja California, México |
| title | Prácticas inclusivas en la educación indígena, el caso de una escuela primaria en Ensenada, Baja California, México |
| title_alt | Inclusive practices in indigenous education, the case of an elementary school in Ensenada, Baja California, Mexico |
| title_full | Prácticas inclusivas en la educación indígena, el caso de una escuela primaria en Ensenada, Baja California, México |
| title_fullStr | Prácticas inclusivas en la educación indígena, el caso de una escuela primaria en Ensenada, Baja California, México |
| title_full_unstemmed | Prácticas inclusivas en la educación indígena, el caso de una escuela primaria en Ensenada, Baja California, México |
| title_short | Prácticas inclusivas en la educación indígena, el caso de una escuela primaria en Ensenada, Baja California, México |
| title_sort | practicas inclusivas en la educacion indigena el caso de una escuela primaria en ensenada baja california mexico |
| topic | inclusive education basic education primary school teachers educación inclusiva educación básica docentes de escuela primaria |
| topic_facet | inclusive education basic education primary school teachers educación inclusiva educación básica docentes de escuela primaria |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/51608 |
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