Percepciones docentes de básica elemental y media sobre la inclusión educativa de estudiantes de grupos vulnerables

Abstract

Education is a fundamental and inalienable right for all human beings. In light of this assertion, educational inclusion has been established as a continually improving process aimed at integrating all children and adolescents into the educational system, irrespective of their circumstances, and at promoting their continuity, participation, and academic success as part of their entitlement to a quality education. Although inclusion has consistently been a part of educational discourse, it can be argued that this process is akin to a utopia, as the reality in the classroom differs significantly from expectations. Therefore, the objective of this research is to describe the perceptions of elementary and middle school teachers regarding the educational inclusion of children from vulnerable groups, with a particular focus on those who have experienced human mobility, violence, and addiction. As a result, a qualitative research methodology was employed, utilizing semi-structured interviews with elementary and middle school teachers as the primary data collection instrument. The findings revealed that teachers hold diverse perceptions about educational inclusion and vulnerable groups, shaped by their personal, educational, and professional experiences. In conclusion, teachers perceive the educational inclusion of vulnerable groups from the perspective of human rights, the adaptation of content and station, and the incidence of external factors that affect the full performance of students