Tensión entre los discursos y las prácticas pedagógicas de inclusión en profesores de lenguaje de la I.E. Compartir

Abstract

This research work analyzed the conceptions of inclusion and inclusive policies regarding the tension between the discourse and the practice that the language teachers develop inside their classroom, which aim to fulfill the legal guidelines that Ministerio Nacional de Educación stablished in terms of educational inclusion. This research was developed qualitatively, using the case study that was configured with six language teachers from the I.E. Compartir, which is considered a pioneer in the municipality of Mosquera (Cundinamarca, Colombia) because all its classrooms, from cycle one to cycle five, have students with disabilities. The results obtained indicate that the teachers have an abstract knowledge of the law that can be materialized through the discourse and practice that the teacher develops within the classroom, starting from an indeterminate inclusive culture. That is to say, this knowledge of the norm does not guarantee that it is implemented in a systematic way within the institution. For this reason, this research proposed some principles of reflection on the discourse and inclusive practice with teams of teachers, which were socialized with the community and which can serve as a basis for other teacher training exercises in educational inclusion.