SYSTEMATIC REVIEW OF INCLUSIVE PEDAGOGICAL PRACTICES: PRELIMINARY REFLECTIONS IN RURAL AREAS

Abstract

Although schools talk about equity and handle speeches about inclusion, there are still barriers that are framed in the current curricular design of Colombian schools that make it difficult for students to develop their own abilities and skills (within the framework of diversity). For this reason, the present study aims to build a trace that evidences the inclusive pedagogical strategies that underlie in the teaching praxis, so that from the recognition of the real characteristics of the students, the pedagogical practices are strengthened and transformed from the adoption of a change of attitude and mechanisms that give meaning to the pedagogical work from the diversity and the particularities of each student.