Processes of Educational Inclusion in Vulnerable Contexts: A Study on the Perceptions about Teaching Practices in Primary School in Three Regions of Chile

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José Manuel Medina, Alejandro Armijo, Leslie Jiménez, Camila Narvaez


Educational inclusion continues to be a latent task and challenge in Chile, where teaching practices acquire a figure of relevance and obtain guidelines based on what the teaching action must do to guarantee successful inclusion, constitutes a fundamental pillar to attend to diversity through educational processes that ensure the participation and permanence of all in the classroom, especially in those schools that lack the necessary conditions and are considered schools of vulnerable contexts. This research is based on a qualitative approach through a case study and seeks to analyze teaching practices and the development of inclusive educational processes in vulnerable contexts within the classroom, from the perception of teachers of Basic General Education and Differential educators belonging to five regular training establishments in the regions: Metropolitan, Araucanía, Libertador Bernardo O'Higgins and Magallanes.

The results indicate that the teaching work goes beyond the constitutive components of the national curriculum, since they deliver values and habits, generate a link and support inside and outside the classroom, strengthen links between learning instances and emotional containment, in addition to the constant motivation with their students. The discussion focuses on pedagogical practices in vulnerable contexts and how these seem to be conditions for the development of boys and girls, having repercussions at an emotional and social level, being a factor that excludes and limits the possibilities, therefore, in the pedagogical task of an integral type.

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