Abstract
Inclusive education is emerging as a significant educational innovation that permeates the daily life of schools that have adopted the principles outlined in the Education for All initiative. In this context, their efforts have led to the integration of cultures, policies and practices in educational systems, materialized through the meticulous planning of guidelines that guide implementation and improvement to ensure quality education for students. This case study presents the results of doctoral research with the objective of understanding how, through the transformation of practices, the curriculum has been modified to consolidate an Institutional Educational Project with Inclusive Approach (PEI-EI) in a school located in Bogota. The articulation of this research on education with an inclusive approach and the development of an inclusive curriculum with the guidelines established in the framework of Education for All, underlined the importance of achieving educational goals at a global level. Furthermore, the application of the eco-sociological model in the field of education has deepened the analysis of educational systems and their interaction with the environment. This meant considering not only the internal aspects of the educational institution, such as institutional policies and practices, but also the broader social, cultural and political contexts that influence the educational process, based on an understanding of meta-practice.
Presenters
Luisa GonzálezProfesional Especializado, Dirección de Evaluación en Educación, Subsecretaría de Calidad y Pertinencia, Secretaría de Educación del Distrito-Bogotá, Distrito Capital de Bogotá, Colombia
Details
Presentation Type
Theme
Education and Learning Worlds of Differences
KEYWORDS
INCLUSIVE EDUCATION, ECOSOCIOLOGICAL MODEL, CURRICULUM, META PRACTICES
