Perceptions for inclusive education in Ecuador
The aim of this article is to carry out the analysis of the educational inclusion policy in Ecuador and its relationship with the pedagogical actions in force in educational settings. The education systems of the Ecuadorian state, despite being aligned with international inclusion parameters, have n...
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| Drugi avtorji: | , |
| Format: | article |
| Jezik: | spa |
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2021
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| Online dostop: | https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/1903 |
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Označite
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Označite | _version_ | 1859106971506966528 |
|---|---|
| author | Rojas-Avilés, Héctor |
| author2 | Sandoval-Guerrero , Lida Borja-Ramos, Oswaldo |
| author2_role | author author |
| author_facet | Rojas-Avilés, Héctor Sandoval-Guerrero , Lida Borja-Ramos, Oswaldo |
| author_role | author |
| collection | Revista Cátedra |
| dc.creator.none.fl_str_mv | Rojas-Avilés, Héctor Sandoval-Guerrero , Lida Borja-Ramos, Oswaldo |
| dc.date.none.fl_str_mv | 2021-01-07 |
| dc.format.none.fl_str_mv | application/pdf application/pdf application/zip application/zip |
| dc.identifier.none.fl_str_mv | https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/1903 10.29166/catedra.v3i1.1903 |
| dc.language.none.fl_str_mv | spa |
| dc.publisher.none.fl_str_mv | Cátedra, de la Facultad de Filosofía, Letras y Ciencias de la Educación de la Universidad Central del Ecuador |
| dc.relation.none.fl_str_mv | https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/1903/3318 https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/1903/3320 https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/1903/3319 https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/1903/3321 |
| dc.rights.none.fl_str_mv | Derechos de autor 2020 Cátedra info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | Cátedra; Vol. 3 No. 1 (2020): Revista Cátedra; 75-93 Cátedra; Vol. 3 Núm. 1 (2020): Revista Cátedra; 75-93 2631-2875 reponame:Revista Cátedra instname:Universidad Central del Ecuador instacron:UCE |
| dc.subject.none.fl_str_mv | docencia innovación inclusión pedagogía práctica teaching innovation inclusion pedagogy practice |
| dc.title.none.fl_str_mv | Perceptions for inclusive education in Ecuador Percepciones a una educación inclusiva en el Ecuador |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| description | The aim of this article is to carry out the analysis of the educational inclusion policy in Ecuador and its relationship with the pedagogical actions in force in educational settings. The education systems of the Ecuadorian state, despite being aligned with international inclusion parameters, have not overcome the discrimination gap for people with special educational needs (SEN). This document mainly contributes to innovation in the pedagogical thinking of teachers, for this reason, part of the Warnock report (document that was prepared by the British Education Commission) which revolutionizes the way of thinking of people when revealing that “There are no uneducable children” (Warnock, 1987, p. 15). The methodology used in the structuring of this work is inductive - deductive and is based on bibliographic research. The results of this study reveal shortcomings and difficulties in the educational inclusion of students with SEN, the most relevant problems observed were the conceptual deficiencies around educational inclusion, poor knowledge about an inclusive curriculum and weaknesses in a supposed homogeneity in the classroom. This document briefly presents some perspectives and challenges to promote inclusive thinking but, above all, a thinking open to diversity. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | REVCATEDRA_934a89ecc2f1bb955f34dc69abab58c6 |
| identifier_str_mv | 10.29166/catedra.v3i1.1903 |
| instacron_str | UCE |
| institution | UCE |
| instname_str | Universidad Central del Ecuador |
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| oai_identifier_str | oai:revistadigital.uce.edu.ec:article/1903 |
| publishDate | 2021 |
| publisher.none.fl_str_mv | Cátedra, de la Facultad de Filosofía, Letras y Ciencias de la Educación de la Universidad Central del Ecuador |
| reponame_str | Revista Cátedra |
| repository.mail.fl_str_mv | * |
| repository.name.fl_str_mv | Revista Cátedra - Universidad Central del Ecuador |
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| rights_invalid_str_mv | Derechos de autor 2020 Cátedra |
| spelling | Perceptions for inclusive education in Ecuador Percepciones a una educación inclusiva en el Ecuador Rojas-Avilés, HéctorSandoval-Guerrero , Lida Borja-Ramos, OswaldodocenciainnovacióninclusiónpedagogíaprácticateachinginnovationinclusionpedagogypracticeThe aim of this article is to carry out the analysis of the educational inclusion policy in Ecuador and its relationship with the pedagogical actions in force in educational settings. The education systems of the Ecuadorian state, despite being aligned with international inclusion parameters, have not overcome the discrimination gap for people with special educational needs (SEN). This document mainly contributes to innovation in the pedagogical thinking of teachers, for this reason, part of the Warnock report (document that was prepared by the British Education Commission) which revolutionizes the way of thinking of people when revealing that “There are no uneducable children” (Warnock, 1987, p. 15). The methodology used in the structuring of this work is inductive - deductive and is based on bibliographic research. The results of this study reveal shortcomings and difficulties in the educational inclusion of students with SEN, the most relevant problems observed were the conceptual deficiencies around educational inclusion, poor knowledge about an inclusive curriculum and weaknesses in a supposed homogeneity in the classroom. This document briefly presents some perspectives and challenges to promote inclusive thinking but, above all, a thinking open to diversity.El presente artículo tiene como finalidad realizar el análisis de la política de inclusión educativa en el Ecuador y su relación con el accionar pedagógico vigente en los escenarios educativos. Los sistemas educativos del estado ecuatoriano a pesar de estar alineados a parámetros internacionales de inclusión, no ha superado la brecha de discriminación a las personas con necesidades educativas especiales (NEE). El presente documento aporta principalmente a la innovación en el pensamiento pedagógico de los docentes, para ello, parte del informe de Warnock (documento que fue elaborado por la Comisión de Educación británica) el mismo que revoluciona en la forma de pensar de todos cuando revela que “no existen niños ineducables” (Warnock, 1987, p. 15). La metodología utilizada en la estructuración de este trabajo es de carácter inductiva – deductiva y se apoya en la investigación bibliográfica. Los resultados del presente estudio revelan falencias y dificultades en la inclusión educativa de estudiantes con NEE, los problemas más relevantes que se observaron fueron las deficiencias conceptuales en torno a inclusión educativa, escaso conocimiento sobre un currículo inclusivo y debilidades en una supuesta homogeneidad en el aula. Este documento presenta brevemente algunas perspectivas y desafíos para promover un pensamiento inclusivo pero, sobre todo, abierto a la diversidad.Cátedra, de la Facultad de Filosofía, Letras y Ciencias de la Educación de la Universidad Central del Ecuador2021-01-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfapplication/zipapplication/ziphttps://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/190310.29166/catedra.v3i1.1903Cátedra; Vol. 3 No. 1 (2020): Revista Cátedra; 75-93Cátedra; Vol. 3 Núm. 1 (2020): Revista Cátedra; 75-932631-2875reponame:Revista Cátedrainstname:Universidad Central del Ecuadorinstacron:UCEspahttps://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/1903/3318https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/1903/3320https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/1903/3319https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/1903/3321Derechos de autor 2020 Cátedrainfo:eu-repo/semantics/openAccess2021-01-07T13:47:16Zoai:revistadigital.uce.edu.ec:article/1903Portal de revistashttps://revistadigital.uce.edu.ec/Universidad públicahttps://uce.edu.ec/**Ecuador*2631-28752631-2875opendoar:02021-01-07T13:47:16Revista Cátedra - Universidad Central del Ecuadorfalse |
| spellingShingle | Perceptions for inclusive education in Ecuador Rojas-Avilés, Héctor docencia innovación inclusión pedagogía práctica teaching innovation inclusion pedagogy practice |
| status_str | publishedVersion |
| title | Perceptions for inclusive education in Ecuador |
| title_full | Perceptions for inclusive education in Ecuador |
| title_fullStr | Perceptions for inclusive education in Ecuador |
| title_full_unstemmed | Perceptions for inclusive education in Ecuador |
| title_short | Perceptions for inclusive education in Ecuador |
| title_sort | Perceptions for inclusive education in Ecuador |
| topic | docencia innovación inclusión pedagogía práctica teaching innovation inclusion pedagogy practice |
| url | https://revistadigital.uce.edu.ec/index.php/CATEDRA/article/view/1903 |