Maestría Inclusión, Educación y Diversidad

URI permanente para esta colecciónhttp://hdl.handle.net/11634/56071

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La Inclusión educativa desde la mirada Docente: Evaluación de percepciones sobre la aplicación de la Política de Educación Inclusiva, en la División de Ciencias de la Salud de la Universidad Santo Tomás, sede principal Bogotá.
(Universidad Santo Tomás, 2026-07-08) Cipagauta Jiménez, Edna Margarita; Rodríguez Obando, Ana Carolina; Bolivar, Yolima; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000483222; https://scholar.google.com/citations?user=5OpYzdwAAAAJ&hl=es; https://orcid.org/0000-0001-9621-2806
This research examines the gap between inclusion policies and their practical implementation in the classroom, focusing on the Division of Health Sciences at Universidad Santo Tomás. The main objective is to evaluate teacher perceptions regarding institutional policy and its actual application, identifying the barriers and facilitators that influence the pedagogical process. The theoretical framework is based on the dimensions of inclusion proposed by Booth and Ainscow (culture, policy, and practice), Florian and Black-Hawkins’ inclusive pedagogy, and Bandura’s concept of teacher self-efficacy. It highlights the significance of Thomistic "Inclusive Humanism" as a transversal axis guiding institutional identity and the ethics of care. Methodologically, the study employs a qualitative approach to explore teacher subjectivity regarding operational tools such as Universal Design for Learning (UDL) and the Personalized Academic Support Plan (PASP). Preliminary results suggest that, despite solid regulatory support expressed in Agreements 001 and 03, tensions persist concerning disciplinary rigor and the perception of inclusion as an additional administrative burden. It is concluded that strengthening teacher self-efficacy and technical training is essential to humanize professional health education and guarantee the right to quality education for everyone.
ECOCUIDA 360: propuesta de modelo institucional multicampus para la diversidad, la equidad, la inclusión y la construcción de entornos protectores en la Universidad Santo Tomás
(Universidad Santo Tomás, 2026-07-08) Ramos Martínez, Paola Consuelo; Avellaneda Hernández, Sandra Liliana; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001433762; https://scholar.google.es/citations?hl=es&user=HZ6vvZgAAAAJ&view_op=list_works&gmla=AJsN-F65drnJYGLHBv2CsViLRB8iSvSxh7zWHD3zoAwRAaVZa4
This research aims to formulate ECOCUIDA 360 as a proposed multicampus institutional model for diversity, equity, inclusion, and the construction of protective environments at Universidad Santo Tomás. The study is based on a progressive institutional experience developed within the consolidation of the Multicampus Office for Gender and Inclusion, the implementation of guidelines derived from Resolution 014466 of 2022, and the articulation of actions aimed at prevention, detection, response, and cultural transformation in relation to gender-based violence, discrimination, harassment, and exclusion. Institutional documents show that, since 2023, the University has made progress in updating its organizational structure, establishing Gender Attention Mechanism teams, and defining action fields linked to regulatory compliance and the consolidation of multicampus processes. The research follows a qualitative approach and relies on the critical systematization of institutional experience as a methodological strategy to reconstruct, interpret, and organize the lessons learned from this process. This methodological decision is grounded in the initial research proposal, which had already outlined phases of reconstruction, critical interpretation, and generation of lessons and recommendations based on the analysis of official documents, reports, records, databases, and interviews with key actors. Institutionally, ECOCUIDA 360 has been presented as an ecosystem for diversity, equity, inclusion, and the construction of protective environments, supported by an organizational transformation that began in 2023 and articulated through axes such as structural transformation, cultural transformation, and collaborative participation. The experience has also incorporated regulatory harmonization processes, articulation with the institutional quality assurance system, the creation of indicators, budget traceability, inclusion pathways, reporting mechanisms, and multicampus pedagogical actions. This study therefore seeks to move from the accumulation of actions and evidence toward the configuration of an institutional model with clearer conceptual, organizational, and operational foundations. To do so, it proposes a critical analysis of the components, achievements, tensions, barriers, and sustainability conditions of the process, in order to consolidate a proposal capable of strengthening university management and offering criteria for contextual adaptation in other higher education institutions. From this perspective, ECOCUIDA 360 is understood not merely as an ongoing strategy, but as an institutional architecture in the process of formulation, grounded in ethics of care, ecological systems theory, governance, due diligence, and organizational transformation.
La Educación Física como Herramienta de Inclusión en Primaria: Estudio de Caso en el Colegio Técnico de Nobsa
(Universidad Santo Tomás, 2026-04-20) Cuchango Rodriguez, Michael Stiven; Saenz, Diana Paola; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001516902; https://orcid.org/0000-0001-8863-8890
Abstract Taking into account the framework of the current challenges posed by the inclusive approach in the educational system, this research is proposed as an academic tool whose general objective is to analyze the impact of Physical Education on the inclusion processes at the Colegio Técnico de Nobsa. The information was collected through the application of the qualitative data-gathering instruments to students, teachers and school administrators. The study consisted of 11 participants, and to ensure greater objectivity in the results, this group was divided into three subgroups: nine students, one teacher and one school administrator. including learnignand behavioral disordesrs. The student group is characterized by presenting conditions that place them within the institution´s processes, The group of students included in this study are enrolled in the integrated Enrollment System (SIMAT), whose purpose is to report and characterize students with disabilities in order to implement necessary educational adjustments and guarantee their access to education.Simat uses seven disability categories defined by the Ministry of National Education (MEN), the teacher is in charge of the Physical Education subject and the administrator is responsible for designing, organizing and supervising the inclusive approach. For this reason, the data collection methods were adapted to the specific characteristics of each group. This process made it possible to identify physical, pedagogical, attitudinal and social barriers present in the school´s classrooms, as well as personal perspectives on the activities proposed in Physical Education classes. The work was carried out as a case study under a qualitative approach and an interpretive paradigm that allowed obtaining information on the dynamics of inclusive education at the Colegio Técnico de Nobsa.
Prevención, detección y atención de Violencias Basadas en Género en la educación superior: Comprensión de abordajes institucionales en Villavicencio.
(Universidad Santo Tomás, 2026-03-03) Trujillo Romero, Natalia; Hernández Prieto, Laura Alejandra; Ramírez Aristizábal, Fidel Mauricio; Universidad Santo Tomás
Transformaciones pedagógicas asociadas a la implementación del Plan Individual de Ajustes Razonables en el aprendizaje de un estudiante con discapacidad intelectual: una investigación-acción en contexto rural.
(Universidad Santo Tomás, 2026-03-02) Basto Salazar, Jennifer Paola; Hurtado Peña, Diana Derly; Universidad Santo Tomas
This research was conducted in a rural educational institution and aimed to understand and analyze the pedagogical transformations and qualitative changes observed in the academic learning of a student with intellectual disability through the implementation of the Individual Plan of Reasonable Adjustments (PIAR). The study was grounded in a qualitative approach, using the Action Research methodology, which enabled the articulation of systematic reflection on teaching practice with pedagogical actions oriented toward the removal of barriers to learning and participation. The research process was structured in iterative cycles of diagnosis, planning, action, observation, and reflection, employing techniques such as participant observation, semi-structured interviews, and document analysis. The findings reveal qualitative changes in the student’s learning and participation, evidenced by improved content comprehension, increased school motivation, active classroom participation, and greater autonomy. Additionally, a progressive transformation of pedagogical practice was identified, characterized by curricular flexibility, the use of differentiated strategies, and the re-signification of the PIAR as a dynamic and contextualized pedagogical tool. This study contributes relevant insights to the field of inclusive education by demonstrating that the reflective and situated implementation of the PIAR, from a critical pedagogical perspective, supports more equitable learning processes, even in contexts with structural limitations.
Propuesta de fortalecimiento de la inclusión educativa mediante una estrategia socioemocional basada en las voces de los niños y niñas víctimas del conflicto armado, de grado cuarto de la Institución Educativa Fray Plácido, municipio de Mocoa, Putumayo
(Universidad Santo Tomás, 2026-02-27) Kelly Janeth Álvarez Bastidas; Nancy Nastacuas Morales; Bella Nery Torres Carvajal; Universidad Santo Tomas
This research, entitled " Proposal to strengthen educational inclusion through a socio-emotional strategy based on the voices of children who are victims of the armed conflict, in the fourth grade of the Fray Plácido Educational Institution, municipality of Mocoa, Putumayo," is a study that arose from the identification of difficulties in the processes of inclusion, participation, and emotional well-being faced by these students in the school context. These difficulties stem from experiences of violence, displacement, and stigmatization that affect their sense of belonging and coexistence. The methodology was developed from a qualitative approach, with a pre-experimental design without a control group. The instruments used for data collection were semi-structured interviews with teachers and students, and field notes. The results revealed the presence of emotional and social barriers that affect the students' educational experience, as well as the need for pedagogical strategies sensitive to the context of the armed conflict. Furthermore, the teacher evaluation highlighted the relevance and necessity of the designed strategy, recognizing socio-emotional support as a central element for strengthening inclusion, coexistence, and a sense of belonging. The main conclusion is that educational inclusion in a context affected by armed conflict requires pedagogical approaches that place students' voices and socio-emotional well-being at the heart of the educational process. Keywords: Inclusion, education, emotions, barriers, relevance.
LA EDUCACIÓN EMOCIONAL COMO ESTRATEGIA DE INCLUSIÓN EDUCATIVA: UNA PROPUESTA DE TRANSFORMACIÓN CURRICULAR EN EL PROGRAMA ACADÉMICO DE TRABAJO SOCIAL DE LA FUNDACIÓN UNIVERSITARIA JUAN DE CASTELLANOS
(Universidad Santo Tomás, 2026-02-27) SANABRIA ESCOBAR, LINA CATHERINE; PEREZ RAIGOSO, ANDREA DEL PILAR
In higher education, emotional education is increasingly recognized for its potential to contribute to well-being and learning; however, its curricular integration remains limited and unsystematic, which restricts its impact on students’ holistic development. In this context, the present article aims to analyze the incorporation of emotional education into the curriculum of the Social Work program at Fundación Universitaria Juan de Castellanos, from an inclusive education perspective, as a basis for the formulation of a curricular transformation proposal. The research is conducted using a mixed-methods approach with an instrumental case study design. The population is composed of Social Work students, faculty members, administrators, and experts in emotional education. Data collection techniques include the TMMS-24 instrument, semi-structured interviews, a focus group, and document analysis. Quantitative data are analyzed through descriptive statistics, while qualitative data are examined using categorical analysis. The results reveal weaknesses in students’ emotional clarity and emotional regulation, as well as an implicit and non-systematic incorporation of emotional education into the curriculum. Additionally, a gap is identified between institutional principles of inclusion and well-being and their implementation in pedagogical practices. Based on these findings, a curricular transformation proposal is put forward, grounded in the transversal integration of socio-emotional competencies articulated with the dimensions of presence, participation, and educational achievement of inclusive education.
Comprensiones y estrategias docentes para la inclusión educativa de estudiantes migrantes venezolanos
(Universidad Santo Tomás, 2026-02-26) Gómez Monsalve, Maria Andrea; Enríquez Mora, Christian; Ramírez Ariztizabal, Fidel Mauricio; Universidad Santo Tomas
This study aimed to analyze teachers’ understandings and strategies regarding the educational inclusion of Venezuelan migrant students in a public school in Bucaramanga, Colombia. A descriptive-interpretive approach was adopted, using an online questionnaire administered to twenty primary and secondary school teachers with experience working with migrant students. The instrument explored perceptions of migration and cultural diversity, inclusive pedagogical practices, affective dimensions, school–family relationships, institutional support, and structural barriers. Findings reveal a strong ethical consensus among teachers who view cultural diversity as a pedagogical and human asset, alongside the implementation of flexible strategies focused on assessment adaptation, instructional materials, and the promotion of emotionally supportive school climates. However, persistent tensions were identified, particularly related to insufficient institutional resources, limited teacher training in intercultural education, and administrative barriers that hinder sustainable inclusion processes. The study concludes that while teachers play a central role in fostering intercultural integration through individual commitment and practice, there is a pressing need to strengthen coordinated institutional responses and educational policies that move beyond isolated efforts toward systematic, equitable, and transformative inclusion in contexts of human mobility.
La música como estrategia pedagógica para fortalecer la lengua materna Kamёntša en el Municipio de Sibundoy, Departamento del Putumayo.
(Universidad Santo Tomás, 2026-02-25) Tandioy Chindoy, Yeny Guisela; Guzmán Munar, Margoth
This research work seeks to show how music can become a path to the survival of the ancestral word of the Kamёntša Indigenous People, especially for the girls and boys of the Uaman Luar collective (Sacred Territory), in the municipality of Sibundoy, in Putumayo. This proposal stems from a deep concern within the community: the Kamёntša mother tongue, which holds the essence, the memory of the elders, and the unique thought that has been passed down from generation to generation, has been weakening over the years. Many Indigenous peoples face similar challenges: the loss of their ancestral words, the historical imposition of Spanish, and the ongoing violation of their human and cultural rights. These findings reaffirmed the importance of strengthening pedagogical strategies that, like music, allow us to strengthen our origins, rekindle the fire of our language, and support the preservation that our elders have nurtured since time immemorial. These findings reaffirmed the importance of strengthening pedagogical strategies that, like music, allow us to strengthen our origins, rekindle the fire of our language, and support the preservation that our elders have nurtured since time immemorial. This research was conducted using a qualitative, ethnographic, and intercultural approach, and was developed in conjunction with the ancestral methodology Jenëbtbiaman Jenoyeunayam (conversing and reaching an agreement), unique to the Kamёntša people, which guides dialogue, deep listening, and the collective construction of knowledge. As a result, the Musical Pedagogical Strategy “Jabersiam bёngbe bedam (singing for our life)” was designed, which articulates the learning of Kamёntša with the creation and singing of songs, accompanied by two of its own instruments such as Plautёfj and šёnjababé (flute and bass drum).

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