Estrategias metodológicas activas para mejorar el ambiente áulico inclusivo en Preparatoria de la U. E. F. Amalia Urigüen

Abstract

This research with the title of active methodological strategies to improve the inclusive classroom environment in high school at the U. E. F. Amalia Urigüen; It arises from my educational practice in which it was evident that teachers at the high school level do not apply active methodological strategies; Thus, most of the time students learn in a traditional way without enhancing their differences and qualities that make them unique. Therefore, the general objective is to propose “Active methodological strategies for the contribution of inclusive classroom environments” in high school at the U.E.F. Amalia Urigüen, on which we have worked with authors such as García, (2018); Dominguez (2013); Ruiz (2016); UNESCO, (2013); Hernandez (2011); Clavijo et al., (2016), Gutiérrez, (2014); among others, revealing the flexibility of inclusive education at the level of academic training and solid ideas. This qualitative approach research with the case study method, through information collection instruments such as participant observation, unstructured interviews and documentary analysis, analyzed in high school teachers the problems that arise in the institution and the structural bases that support it. affect. As a result of this investigative work, a diagnosis was obtained that showed that the high school teachers of the U.E.F. Amalia Uriguen does not develop the teaching-learning process based on the application of active methodological strategies, which served as a reference for the design of an intervention proposal framed in proposing active methodological strategies to promote an inclusive classroom environment in high school and be considered by teachers in micro-curricular planning for learning experiences.