Prácticas docentes de equidad en instituciones educativas urbanas y rurales

Abstract

Within educational institutions, a big problem has been evidenced concerning educational equity: in its practice and definition. That is why, a monographic research has been proposed with the aim to analyze how the socio-economic and cultural characteristics of students influence the teaching practice for educational equity. For this purpose, bibliographic research has been developed for the recovery and analysis of physical and digital texts such as master's thesis, doctoral thesis, articles, and research. The information gathered helps to establish a definition of equity, educational equity, and external and internal educational equity. Focusing on the development of internal educational equity, it seeks to understand a concept of the teaching practice along with its dimensions to recognize what it means to generate teaching practices from an equity approach. Furthermore, from the description of some characteristics of students and teachers, it analyzes how these characteristics influence teaching practices from an equity approach according to the rural and urban contexts. In addition, some international programs and research contribute to educational equity. In this way, it concluded that the socioeconomic, cultural, socio-affective, cognitive, gender, violence, and access to technical characteristics of students are sometimes not considered in educational processes; situations that do not allow the development of internal educational equity focused on granting learning opportunities for all.