Inclusive education in context: Reflections upon the implementation of the decree 1421 of 2017
Taking into account the importance of the processes of inclusive education in the Colombian context and how the incorporation of new practices preceded by the diffusion of the norm, can generate conflicts within the educational community, the objective of this work was to analyze the challenges and...
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| Format: | Online |
| Language: | spa |
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Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2020
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/9823 |
| _version_ | 1801706215096451072 |
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| author | Díaz-Piñeres, Alexandra Bravo-Rueda, Carolina Sierra Delgado, Gloria Esperanza |
| author_facet | Díaz-Piñeres, Alexandra Bravo-Rueda, Carolina Sierra Delgado, Gloria Esperanza |
| author_sort | Díaz-Piñeres, Alexandra |
| collection | OJS |
| description | Taking into account the importance of the processes of inclusive education in the Colombian context and how the incorporation of new practices preceded by the diffusion of the norm, can generate conflicts within the educational community, the objective of this work was to analyze the challenges and opportunities that the institutions face in the implementation of Decree 1421 of 2017 of the Ministry of Education of Colombia, it was developed in a rural public school in the department of Santander through a technical-pedagogical support. The problem addresses the school exclusion regarding the difficulties of implementing the norm that guide the care of people with disabilities within the framework of inclusive education. The research was carried out under the qualitative methodological approach, descriptive and experimental, of a research-practical action type. There was applied the discourse analysis based on the dimensions for the institutional improvement of policies, practices, and culture. The process allowed the identification of factors that can facilitate or can hinder the provision of a quality of service for all, minimizing the problem of exclusion and making easier the construction of institutional processes in an updated way. This research concludes that to face the challenges and opportunities that arise on the path of inclusive education, the systematized accompanying processes and adapted to the context, developed during enough period of time and lead for the members of communities impact directly in the educational system, developing new dynamics and reforms to be part of, the stay and quality of all students. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-9823 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2020 |
| publisher | Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-98232023-09-06T20:33:58Z Inclusive education in context: Reflections upon the implementation of the decree 1421 of 2017 Educación inclusiva en contexto: reflexiones sobre la implementación del Decreto 1421 del 2017 Educação inclusiva em contexto: reflexões sobre a implementação do Decreto 1421 de 2017 Díaz-Piñeres, Alexandra Bravo-Rueda, Carolina Sierra Delgado, Gloria Esperanza Decree 1421 education learning educational institution Decreto 1421 educación aprendizaje institución educativa Decreto 1421 educação aprendizagem instituição educacional Taking into account the importance of the processes of inclusive education in the Colombian context and how the incorporation of new practices preceded by the diffusion of the norm, can generate conflicts within the educational community, the objective of this work was to analyze the challenges and opportunities that the institutions face in the implementation of Decree 1421 of 2017 of the Ministry of Education of Colombia, it was developed in a rural public school in the department of Santander through a technical-pedagogical support. The problem addresses the school exclusion regarding the difficulties of implementing the norm that guide the care of people with disabilities within the framework of inclusive education. The research was carried out under the qualitative methodological approach, descriptive and experimental, of a research-practical action type. There was applied the discourse analysis based on the dimensions for the institutional improvement of policies, practices, and culture. The process allowed the identification of factors that can facilitate or can hinder the provision of a quality of service for all, minimizing the problem of exclusion and making easier the construction of institutional processes in an updated way. This research concludes that to face the challenges and opportunities that arise on the path of inclusive education, the systematized accompanying processes and adapted to the context, developed during enough period of time and lead for the members of communities impact directly in the educational system, developing new dynamics and reforms to be part of, the stay and quality of all students. Objetivo: analizar los retos y oportunidades que enfrentan las instituciones en la implementación del Decreto 1421 de 2017 del Ministerio de Educación de Colombia, mediante acompañamiento técnico-pedagógico, el cual se desarrolló en un colegio público rural de Santander. El problema aborda la exclusión escolar desde las dificultades para implementar la normativa que orienta la atención de personas con discapacidad en el marco de la educación inclusiva. Método: investigación cualitativa, de alcance descriptivo y experimental, de tipo investigación-acción práctica. Estrategias: realizando el análisis del discurso con base en las dimensiones para el mejoramiento institucional de políticas, prácticas y cultura. Originalidad: el proceso permitió la identificación de factores que facilitan y dificultan la provisión de un servicio de calidad para todos, minimizando el problema de la exclusión y facilitando la construcción y actualización de procesos institucionales. Conclusiones: los resultados permitieron identificar los retos y oportunidades que se presentan en el camino de la educación inclusiva, los procesos de acompañamiento sistematizados y adaptados al contexto, desarrollados con tiempos suficientes y liderados por los miembros de la comunidad impactan directamente en el sistema educativo, generando dinámicas y reformas que favorecen el acceso, la permanencia y la calidad educativa de todos los estudiantes. Considerando a importância dos processos da educação inclusiva no contexto colombiano e como a implementação de novas práticas precedidas pela difusão da norma podem gerar tensões dentro da comunidade educacional, o objetivo do presente trabalho consistiu em analisar os desafios e possibilidades que enfrentam as instituições na implementação do Decreto 1421 de 2017 do Ministério da Educação da Colômbia, mediante acompanhamento técnico-pedagógico, o qual se desenvolveu em um colégio público rural do estado de Santander. O problema aborda a exclusão escolar desde as dificuldades para implementar a normativa que orienta a atenção de pessoas com deficiência no marco da educação inclusiva. A pesquisa se desenvolveu sob o enfoque metodológico qualitativo, de forma descritiva e experimental, de tipo pesquisa-ação prática, realizando a análise do discurso com base nas dimensões para aprimoramento institucional de políticas, práticas e cultura. O processo permitiu a identificação de fatores que facilitam e dificultam a prestação de um serviço de qualidade para todos, minimizando o problema da exclusão e facilitando a construção e atualização de processos institucionais. Essa pesquisa conclui que para afrontar os desafios e possibilidades que se apresentam no caminho para a construção de uma educação inclusiva, os processos de acompanhamentos sistematizados e adaptados ao contexto, desenvolvidos com tempos suficientes e liderados pelos membros das comunidades, impactam diretamente no sistema educativo, gerando novas dinâmicas e reformas que favorecem o acesso, a permanência e a qualidade educativa de todos os estudantes. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2020-04-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/9823 10.19053/01227238.9823 Revista Historia de la Educación Latinoamericana; Vol. 22 No. 34 (2020): Carlos Rincón Revista Historia de la Educación Latinoamericana; Vol. 22 Núm. 34 (2020): Carlos Rincón 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/9823/9591 https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/9823/9736 Copyright (c) 2020 JOURNAL HISTORY OF LATIN AMERICAN EDUCATION |
| spellingShingle | Decree 1421 education learning educational institution Decreto 1421 educación aprendizaje institución educativa Decreto 1421 educação aprendizagem instituição educacional Díaz-Piñeres, Alexandra Bravo-Rueda, Carolina Sierra Delgado, Gloria Esperanza Inclusive education in context: Reflections upon the implementation of the decree 1421 of 2017 |
| title | Inclusive education in context: Reflections upon the implementation of the decree 1421 of 2017 |
| title_alt | Educación inclusiva en contexto: reflexiones sobre la implementación del Decreto 1421 del 2017 Educação inclusiva em contexto: reflexões sobre a implementação do Decreto 1421 de 2017 |
| title_full | Inclusive education in context: Reflections upon the implementation of the decree 1421 of 2017 |
| title_fullStr | Inclusive education in context: Reflections upon the implementation of the decree 1421 of 2017 |
| title_full_unstemmed | Inclusive education in context: Reflections upon the implementation of the decree 1421 of 2017 |
| title_short | Inclusive education in context: Reflections upon the implementation of the decree 1421 of 2017 |
| title_sort | inclusive education in context reflections upon the implementation of the decree 1421 of 2017 |
| topic | Decree 1421 education learning educational institution Decreto 1421 educación aprendizaje institución educativa Decreto 1421 educação aprendizagem instituição educacional |
| topic_facet | Decree 1421 education learning educational institution Decreto 1421 educación aprendizaje institución educativa Decreto 1421 educação aprendizagem instituição educacional |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/9823 |
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