Barreras pedagógicas para la atención inclusiva en la institución educativa rural Simón Bolívar de Lenguazaque, Cundinamarca

Abstract

This research addresses pedagogical barriers to inclusive education at Simón Bolívar Rural Educational Institution in Lenguazaque, Cundinamarca, from the perspectives of interculturality and educational inclusion. The study emerged from the need to strengthen teachers’ competencies to respond to diversity in rural classrooms, characterized by student mobility associated with mining activities, diverse educational needs, and institutional limitations related to resources and specialized training. The main objective was to strengthen pedagogical practices and teacher training processes in inclusive education through formative strategies that support primary school students while recognizing the characteristics of the rural context. The study used an action-research methodology, with a mixed-methods approach predominantly qualitative and descriptive in scope. Data were collected through a diagnostic survey administered to 30 fifth-grade students and previously validated through expert review. The findings showed favorable perceptions regarding equal treatment, respect for cultural diversity, and teachers’ promotion of inclusive practices. However, situations of discrimination and opportunities to strengthen support for students with diverse educational needs were also identified. In response, the pedagogical strategy “Building Diversity” was designed and implemented through three components: teacher training, intercultural pedagogical projects, and inclusive family engagement. The implementation contributed to strengthening school coexistence, recognition of local cultural identity, and awareness among teachers, students, and families regarding inclusion and respect for diversity.