Educación Inicial

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Políticas públicas de inclusión en el aula de educación inicial desde el accionar docente
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-14) Ávila Calle, Jennifer Dayanna; Romero Seade, Juliana; Dávalos Molina, Juana Catalina
This monographic degree work analyzes the importance of inclusive public policies as a tool to guarantee an education that is inclusive and of good quality. Inclusive education is a topic of current relevance, which is why public policies exist to facilitate education in this context. For this reason, the objective of this monograph was to analyze the impact of inclusive public policies on teaching practices inside the preschool classroom. To this end, a descriptive and explanatory documentary research was conducted, addressing two categories of study: inclusive public policies and teacher performance. The conclusions show that teacher’s actions/performances are important because they help comply with the regulations and laws enacted by the government in order to guarantee the right to education for all. This aspect can only be achieved if the teacher and the educational community present a significant and evident commitment to the common good of the students. In this context, the importance of collaborative work, starting with policies as theory and ending with the student in practice, is highlighted.