Análisis de las implicaciones en el proceso de formación docente y de mediación pedagógica en la atención de las barreras para el aprendizaje del decreto ejecutivo N° 40955 (MEP) "Establecimiento de la inclusión y accesibilidad en el sistema educativo". Un estudio de casos en la escuela República de Cuba en Alajuela, en el periodo 2020-2021
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Date
2021-08-02
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Abstract
El presente trabajo de investigación tiene como propósito analizar las implicaciones del Decreto Ejecutivo N°40955 (MEP) en el sistema educativo costarricense en cuanto a la necesidad de un proceso de formación docente y mediación pedagógica en la atención de las barreras para el aprendizaje, que cumplan con las exigencias para el desarrollo de la educación inclusiva.
El tema se abordó teóricamente desde una teoría educativa general basada en el enfoque por competencias imprescindible para la formación y capacitación de personal educativo entorno a la atención de la diversidad estudiantil, así como también de teorías sustantivas de acuerdo al modelo de la educación inclusiva.
La metodología de esta investigación se desarrolló bajo un paradigma naturalista-humanista, un enfoque de carácter cualitativo y un tipo estudio descriptivo y fenomenológico, en la cual se trabajó en cinco etapas investigativas. Este análisis fue aplicado al cuerpo docente y administrativo de la Escuela República de Cuba ubicada en el cantón de Naranjo, Alajuela y a las expertas en tema de inclusión en las áreas de educación especial, psicopedagogía y terapia ocupacional, para lo cual se utilizaron dos instrumentos de recolección de información: una entrevista a profundidad aplicada al cuerpo docente y administrativo del centro educativo y un grupo focal aplicado a las expertas en la temática de inclusión.
Los resultados evidenciaron que existe la necesidad de una formación universitaria y capacitación docente en temas de necesidades educativas especiales, diseño universal del aprendizaje y educación inclusiva, así como también el requerimiento de más recursos materiales y humanos para llevar a cabo el Decreto Ejecutivo N°40955 (MEP), ya que este deja muchos vacíos y líneas inconclusas de cómo se debe trabajar realmente. Se destaca la necesidad de que el Ministerio de Educación Pública estudie más a fondo lo que se vive realmente en las aulas del sistema educativo y tome en cuenta la opinión de expertos en inclusión y la de los principales actores de la educación costarricense.
The purpose of this research work is to analyze the implications of Executive Decree N° 40955 (MEP) in the Costa Rican educational system regarding the need for a process of teacher training and pedagogical mediation in addressing barriers to learning, that meet the requirements for the development of inclusive education. The theme was approached theoretically from a general educational theory based on the essential competencies approach for the education and training of educational personnel around the attention of student diversity, as well as substantive theories according to the model of inclusive education. The methodology of this research was developed under a naturalist-humanist paradigm, a qualitative approach and a descriptive and phenomenological type of study, in which five research stages were worked. This analysis was applied to the teaching and administrative staff of the Escuela República de Cuba located in the canton of Naranjo, Alajuela and to the experts on inclusion in the areas of special education, psychopedagogy and occupational therapy, for which two information collection instruments were used: an depth interview applied to the teaching and administrative staff of the educational center and a focus group applied to the experts on the subject of inclusion. The results showed that there is a need for university education and teacher training on issues of special educational needs, universal design of learning and inclusive education, as well as the need for more material and human resources to carry out Executive Decree N° 40955 (MEP), since this leaves many gaps and unfinished lines of how it should really work. The need for the Ministry of Public Education to study in depth what is really experienced in the classrooms of the educational system and take into account the opinion of inclusion experts and that of the main actors in Costa Rican education is highlighted.
The purpose of this research work is to analyze the implications of Executive Decree N° 40955 (MEP) in the Costa Rican educational system regarding the need for a process of teacher training and pedagogical mediation in addressing barriers to learning, that meet the requirements for the development of inclusive education. The theme was approached theoretically from a general educational theory based on the essential competencies approach for the education and training of educational personnel around the attention of student diversity, as well as substantive theories according to the model of inclusive education. The methodology of this research was developed under a naturalist-humanist paradigm, a qualitative approach and a descriptive and phenomenological type of study, in which five research stages were worked. This analysis was applied to the teaching and administrative staff of the Escuela República de Cuba located in the canton of Naranjo, Alajuela and to the experts on inclusion in the areas of special education, psychopedagogy and occupational therapy, for which two information collection instruments were used: an depth interview applied to the teaching and administrative staff of the educational center and a focus group applied to the experts on the subject of inclusion. The results showed that there is a need for university education and teacher training on issues of special educational needs, universal design of learning and inclusive education, as well as the need for more material and human resources to carry out Executive Decree N° 40955 (MEP), since this leaves many gaps and unfinished lines of how it should really work. The need for the Ministry of Public Education to study in depth what is really experienced in the classrooms of the educational system and take into account the opinion of inclusion experts and that of the main actors in Costa Rican education is highlighted.
Description
Trabajo Final de Graduación, como requisito para optar por el grado académico de Licenciatura en Mediación Pedagógica en el Cent.ro de Formación Pedagógica y de Tecnología Educativa de la Universidad Técnica Nacional
Keywords
MEDIACIÓN PEDAGÓGICA, DECRETO EJECUTIVO N° 40955, MINISTERIO DE EDUCACIÓN PÚBLICA DE COSTA RICA, FORMACIÓN DOCENTE, CAPACITACIÓN DOCENTE, BARRERAS PARA EL APRENDIZAJE, EDUCACIÓN INCLUSIVA, DISEÑO UNIVERSAL DEL APRENDIZAJE, NECESIDADES EDUCATIVAS ESPECIALES, ENFOQUE POR COMPETENCIAS, SISTEMA EDUCATIVO COSTARRICENSE, PEDAGOGICAL MEDIATION, EXECUTIVE DECREE N° 40955, UNIVERSITY TEACHER TRAINING, TEACHER EDUCATION, UNIVERSAL LEARNING DESIGN, SPECIAL EDUCATIONAL NEEDS, COMPETENCY-BASED APPROACH, COSTA RICAN EDUCATIONAL SYSTEM