Educación Inclusiva en la Ruralidad: un Estudio de Caso Descriptivo sobre la Relación entre las Actitudes Docentes hacia la Inclusión y las Prácticas Pedagógicas

Abstract

This research aimed to describe the relationship between teachers' attitudes toward inclusive education and the pedagogical practices implemented at the Institución Educativa Santa Bárbara, located in the municipality of San Pablo de Borbur, Boyacá. The study was developed from a qualitative approach, under the interpretive paradigm, and through a case study design. Semi-structured interviews, non-participant observations, and documentary analysis were used for data collection, and the results were organized and analyzed with the support of ATLAS.ti software. The findings showed that most teachers exhibited a favorable attitude toward inclusive education, reflected in their commitment, empathy, and recognition of diversity as a right. However, factors that limited the development of inclusive pedagogical practices were also identified, including insufficient specialized training, scarcity of resources, and the particularities of the rural context. These conditions generated, in some cases, feelings of frustration, uncertainty, and fear, which influenced pedagogical decisions and hindered the implementation of stronger inclusive practices. It was concluded that there was a close relationship between teachers' attitudes and pedagogical practices; however, this relationship was mediated mainly by the institutional and contextual conditions under which the educational process took place. In this sense, strengthening inclusive education required not only the commitment of teaching staff, but also greater training opportunities, institutional support, and resources that would foster relevant, quality educational attention.