Formación de estrategias metodológicas inclusivas a maestros en ocho escuelas unidocentes y pluridocentes cantón Sevilla de Oro, provincia de Azuay

Abstract

This thesis addresses the need to train teachers in single and multi-teacher schools in the Canton of Sevilla de Oro, Azuay province. The problem posed is, ¿How to improve teacher training in methodological strategies for inclusive education in eight United and Pluridocent schools of the Canton Sevilla de Oro, province of Azuay? The General Objective is: "Design a training program for inclusive methodological strategies for singleteacher and multi-teacher school teachers in the canton of Sevilla de Oro, province of Azuay." Theoretical references focus on inclusive education, teacher training, and methodological strategies for inclusion. It is a qualitative research based on the hermeneutical method. The data was obtained through the focus group technique applied to eight (8) teachers from multigrade schools of the Canton of Sevilla de Oro, who constitute the sample. Some categories that emerged from the interpretation of the focus group's results are: little knowledge in inclusive education and methodological strategies that promote inclusion in the multigrade classroom, need for techniques to identify barriers and strengths, need to strengthen awareness and collaborative work with colleagues. These results fed the design of the program in the procedural, attitudinal, and conceptual contents, as well as the awareness sessions, study, and application, monitoring, evaluation, and systematization, which will contribute to the training of these teachers to improve the teaching-learning process in the classroom, attend to diversity and opportunity and equality for.