La enseñanza de la filosofía como práctica inclusiva en niños de grado tercero con tea: Estudio de caso desde la experiencia docente

Abstract

The objective of this qualitative case study is to examine the teaching of philosophy as an inclusive practice for third-grade students with Autism Spectrum Disorder (ASD). This case study is based on teacher experience. It involves interpreting the pedagogical practices of the philosophy course for boys and girls at the Colegio Nuestra Señora del Rosario San Cipriano. This course strives to be innovative, keeping in mind that innovation is creative thinking that benefits human beings in a practical way. The aim was to implement a process within the course that would allow for inclusive pedagogical practices and restrict exclusionary practices. The research is exploratory and seeks to answer the question: what process should be implemented within the "Thinking about Thought" course to constitute an inclusive pedagogical practice? Three specific objectives were established. The first is to understand the perceptions and experiences arising from changes in the pedagogical practice of philosophy for children who are in inclusive education due to their Special Educational Needs, specifically those with Autism Spectrum Disorder. The second objective is to design a model for implementing inclusive pedagogical practices in the philosophy subject. The third is to evaluate the process that the philosophy subject must implement to constitute an inclusive pedagogical practice. Furthermore, to achieve these objectives, the actors to be considered for interpreting the process and its changes are other actors in the educational act; in this research, teachers, students, and families. Why? Because the subject's foundation is dialogue, thus a dialogue takes place with other actors who participate in the educational process.