Desafíos de la Atención a la Diversidad en el Aula, desde una Perspectiva Interseccional

Abstract

In terms of education, one of the most significant commitments of governments worldwide in recent decades has been the commitment to the transformation of educational systems with the purpose of responding to the diversity of students through public policies, effective educational cultures and practices that allow overcoming situations of inequality, discrimination and exclusion, especially for certain population and social groups. Consequently, diversity in the classroom constitutes a fundamental route in the commitment to the transition towards inclusive and equitable educational environments and contexts that favor the elimination of barriers to guarantee the rights of all students. The present research is based on a qualitative educational ethnography study of a descriptive nature, based on the analysis of pedagogical practices and the way in which teachers understand and face the challenges of attention to diversity in the classroom from an intersectional perspective, that is, the intersection of the different identities of the student body and the way in which these intertwine, intersect and overlap. It was carried out at the John F. Kennedy Technical Educational Institution, in the city of Barrancabermeja in Colombia, and the results made it possible to provide recommendations and proposals that contribute to reflecting on pedagogical praxis and improving the educational act, in by virtue of strengthening the capacity of teachers to promote an inclusive and equitable education for their students, challenging the stereotypes and prejudices that may exist in classroom interactions and dynamics.