Mi Práctica Pedagógica Como Docente UDIES

Abstract

This presentation addresses the significance of systematizing pedagogical knowledge and practice as mechanisms for reflection, transformation, and educational innovation in the face of classroom diversity. Based on a case study conducted at the Student Integral Development Unit (UDIES) of Universidad Santo Tomás, it examines support experiences with students who present various academic, social, family, and emotional difficulties. The analysis shows how systematization helps identify, understand, and redirect teaching practices toward inclusion, equity, and social justice. The paper underscores that pedagogical practice—conceived as an ethical, political, and reflective process—must transcend individual classroom actions to become a space for collective knowledge construction, aligned with educational policies and social conditions. It also discusses how policy decisions influence the diversification of knowledge and the strengthening of inclusive practices, highlighting the need for public policies that acknowledge diverse knowledge systems and territorial particularities. The systematization results indicate that educational inclusion cannot be limited to curricular adjustments; instead, it demands comprehensive teacher training capable of addressing diversity through adequate pedagogical, technological, and emotional resources.