Políticas, Cultura y Prácticas Inclusivas en los Docentes de la Facultad de Ciencias de la Educación, Humanas y Tecnologías de la Universidad Nacional de Chimborazo.

The research work entitled Policies, Culture and Inclusive Practices in Teachers of the Faculty of Education, Humanities and Technologies of the National University of Chimborazo, objective was to analyze the perceptions of inclusive policies, culture, and practices among teachers at the Faculty of Education, Humanities, and Technology of the National University of Chimborazo and students. Considering that higher education institutions play an important role in providing educational and diversity care, which allows for the development of education with equal opportunities that substantially improve the living conditions of marginalized and excluded groups, this fact requires a reorganization and the adoption of an educational paradigm that focuses on diversity as a value and wealth, and on lifelong learning (Correa & Restrepo, 2017). Methodologically, a non-experimental research design was used, with a mixed, cross-sectional, and field approach. The population consisted of 100 teachers from the Faculty of Education, Humanities, and Technology; the sampling was non-probabilistic and intentional. The technique was the survey, and the instrument was the Situational Scale of attention to diversity and educational inclusion (ESADIE) of the author (Bravo, 2018), composed of 3 dimensions that allowed to conclude that teachers mention that they perceive adequate development of inclusive policies, culture, and practices of teachers, it is part of its regulations to generate quality and inclusive education that addresses the diversity of students; It also was learned that teachers develop various inclusive policies that allow them to promote learning since they develop or generate evaluations where students can develop skills that allow them to better understand and assimilate knowledge, in the same way, it develops collaborative activities that allow the entire community to be integrated into inclusive education.

• Autore principale: Melena Cajamarca, María Belén (author)
• Natura: masterThesis
• Lingua: spa
• Pubblicazione: 2025
• Soggetti: políticas; culturas; prácticas; educación inclusiva
• Accesso online: http://dspace.unach.edu.ec/handle/51000/15168