Relación entre las políticas de inclusión y la práctica docente en el aula de educación básica

Abstract

This monograph is situated in the educational field, specifically in the area of inclusion. Educational inclusion recognizes rights and differences, in order to promote the participation of all students and the educational community in general; that there are principles of equity, equality, cooperation, solidarity, respect and appreciation of diversity for a quality education. The present work was developed through an investigation and documentary analysis of bibliography on the subject of study, to analyze and synthesize the most relevant information. Its purpose is to contrast the relationship between educational inclusion policies and teaching practice in the Basic Education classroom by means of a bibliographic review. With this objective, the topic was developed from the analysis and conceptualization of, on the one hand, the educational policy in a general way to later understand in a specific way the educational inclusion policy and on the other hand, it was defined and exposed what the education consists of. teaching practice in the classroom to finally establish a relationship between these two categories. The results of the research show certain shortcomings and difficulties when applying the public policy of inclusion in the classroom, since there is a gap between what is stipulated in the regulations and the way in which they are applied by teachers. This is due to problems such as the lack of teacher training on issues such as the correct application of public policy, educational inclusion, curricular adaptation, among other aspects.