El quehacer pedagógico en la inclusión educativa

Abstract

Present study intends formulate some pedagogical orientations around the educational inclusion, from the epistemic territories manifested by in-service teachers who work in spaces with Special Educational Needs’ population. For this reason this study presents an analysis of the regulations and different teaching experiences on educational inclusion. The work is conceptually based on the categories of in-service teachers training, pedagogical practice, epistemic territory and educational inclusion. The methodological design is based on the educational action research, with the implementation of the strategy of focus groups with the support teachers of Municipal Secretary of Education of Soacha, who accompany the process of educational inclusion in the 21 official educational institutions in the town. The collection of information allows identifying, characterizing and presenting the epistemic territories that occur in the interaction between theoretical and practical knowledge, present in the statements of teachers, on the pedagogical processes with population with special educational needs. The methodology provides for the following phases in the definition of categories of analysis, design of instruments, definition of epistemic territories and proposal of pedagogical orientations based on them, were approved by peers and experts in the area, in a process of progressive validation that includes results of one stage to continue with next and present conclusions that value these views developing a coherent research process.