Prácticas pedagógicas inclusivas: un análisis reflexivo desde el contexto universitario

Abstract

Research identifies and analyses inclusive pedagogical practices at two universities in Colombia, one public and one private. From a qualitative paradigm, a multiple case study is proposed (as cited in López, 2013), seeking to describe, systematize and formulate thoughtful postures that contribute to the development of inclusive pedagogical practices at the country's higher education institutions. This process takes place in three moments. First, identifying the trends, tensions and conceptions of inclusive education in a documentary review of macro public policies and micro institutional policies. Second, the characterization of inclusive pedagogical. practices in two specific populations from the perspectives of the actors in the process (managers, students, teachers). Such a process allowed to recognize the institutional parameters on inclusive education, identifying their impact and reality in the university community. Finally, recognition is made of the university contexts where the inclusive fact is developed allowing the formulation of thoughtful positions in the face of inclusive pedagogical practice in higher education institutions.