Guía Metodológica para la preparación docente en el desarrollo de prácticas inclusivas para la enseñanza-aprendizaje de Lengua y Literatura en la básica superior.

Abstract

This research focuses on the design of a methodological guide for teacher preparation, on the development of inclusive practices for the teaching-learning of Language and Literature in upper basic. The position taken from which it is assumed focuses on the theories and opinions presented by Booth and Ainscow (2011), Echeita (2011), Solla (2013) and Moliner et al. (2017) on inclusive education and practices, and their development in school institutions, likewise in the field of teacher training for inclusion we worked with UNESCO (2004) and Moriña and Parrilla (2006), It starts from an interpretive paradigm, with a qualitative approach and a case study. The instruments to be used were the documentary analysis, the interview that it made possible and the class observation. The investigation was organized in two phases: diagnosis of the problematic situation and the design of the proposal. Information triangulation was used to analyze the data. Through the diagnostic process, it was possible to identify difficulties in inclusive practices, in the use of methodologies, use of, and use of resources. This led to the construction of the Methodological Guide for teacher preparation in the development of inclusive practices for the teaching-learning of Language and Literature in upper basic. The same that took into account factors such as the way in which the methodologies and activities are articulated in a planning, as well as the teacher has the elements that he has for the construction of a class, its evaluation and application is recommended by specialists' criteria.