Guía Metodológica dirigida al Fortalecimiento del Rol del Docente Tutor para la Atención a la Diversidad en Bachillerato de la U. E. “Las Palmas”

Abstract

The purpose of this research is to propose a methodological guide to strengthen the role of the tutor teacher for attention to diversity at the baccalaureate level. Starting from the theoretical foundations on attention to diversity (Cabrera, 2005; Moriña, 2004; Arnáiz, 2003; Booth and Ainscow, 2000), role of the tutor teacher (Méndez and Tiranti, 2006; Campillo et. al., 2010; Arnáiz and Isus, 1995) and methodological guide (García and De la Cruz, 2014; Calvo, 2013; Reinoso, 2015). The research assumes an interpretative paradigm, under a qualitative approach, through a case study. For the collection of information, instruments such as: documentary review, interviews, participant observation, focus groups and triangulation were used. The research was planned in two parts, in the first instance it focused on the identification of the barriers that prevent attention to diversity from the tutorial role at the baccalaureate level, identifying that: there is no attention to diversity, teachers are unaware of the functions as tutors, scarce use of strategies or mechanisms in the tutorial action, lack of involvement of all educational agents in the tutorial action. Once the respective diagnosis was made, a methodological guide was designed, based on the detected requirements. In it, methodological guidelines and strategies are presented that will contribute to strengthening the role of tutors for attention to diversity at the baccalaureate level of the Educative Institution "Las Palmas".