Aprendizaje cooperativo y prácticas inclusivas en el programa servicio de atención familiar para la primera infancia (SAFPI) en el contexto rural Cumbe

Abstract

The purpose of the research was to inquire about cooperative learning and inclusive practices developed in the context of the Servicio de Atención Familiar para la Primera Infancia (SAFPI), in the rural Cumbe sector. The methodological approach was qualitative, using an observation guide for students and interviews with parents, the district analyst, and teachers. The findings indicate that cooperative learning and inclusive practices were the most appropriate for the type of child population to which they are directed. The emerging categories are: “progress in the students' formative path” (mothers); “Valuing cooperative learning and inclusion” (Coordinator); “Actions in the educational space with inclusive and cooperative experiences” and “SAFPI's educational support for the inclusive experience” (Teachers). In conclusion: SAFPI obtained the support of all informants for its educational and pedagogical work combining sensitivity, support for children, commitment to parents and the community. It is highly recommended to use cooperative learning techniques as a tool for a successful process of inclusion and family involvement favoring the academic progress of schoolchildren.