La educación inclusiva y la virtualidad bajo la estrategia “aprende en casa” un análisis crítico de casos en la Institución Educativa Distrital Arborizadora Alta, sede A.

Abstract

During the pandemic caused by Covid 19, in 2020 the Learn at Home strategy was implemented in the country's schools as a continuity mechanism for the educational process. This research focused on knowing the voices of a group of 8 inclusion students and their families, from the Alta Arborizadora Educational Institution. Individual and group semi-structured interviews were conducted through virtual platforms, these were digitized, categorized and analyzed through descriptive matrices. Seven categories were identified: Inclusive education, right to education, learning environments, virtual education or virtuality, pedagogical practices, the family as a host structure, and emotions. Which were elaborated as appropriate referents in the theoretical framework and the investigative process. The voices of teachers and teaching directors were heard, which allowed us to identify and critically analyze the role of the school during this process of education through virtuality. The guarantee of the right to education of these students was also analyzed and the impact it had on their families. As results, the need for the qualification of educational institutions and the role of the teacher as a mediator between the actors of the educational process is highlighted, the exclusion of the strategy specifically in the population with disabilities was evidenced. The foundations were laid for reflection on the changes that should take place in educational institutions upon the return to presence, in order to make them more equitable, inclusive and resilient.