Resumo

AGUINAGA-DOIG, Silvia; VELAZQUEZ-TEJEDA, Míriam Encarnación  e  RIMARI-ARIAS, Miguel. Contextualized model for educational inclusion. Educación [online]. 2018, vol.42, n.2, pp.109-126. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v42i2.23885.

The present research systematizes the methodological and theoretical referents in inclusive education and the incidence in the integral formation during the initial education ofPeruvian children. This study responds to the request of the Ministry of Public Education of Perú to write proposals to transform the practice in teachers pursuing the master´s program atUniversidad San Ignacio de Loyola. An applied educational qualitative methodology was used. It consisted of qualitative and quantitative processes to obtain, analyze and interpret information as well identifying emergent categories to propose a transformation. Different methods, techniques and instruments used during the field diagnosis allowed to confirm the current situation of the investigated phenomenon in regards to teaching practices. The study under took the theoretical referents related to the system approach, socio educational aspects, socio cultural aspects and general didactics which contribute to the proposal scientific rigor. As a result, an educational model was proposed. This model integrated educational management and leadership shared with a of stimuli system conducted by specialists in continuous learning together with concrete inclusive actions oriented to cooperative work and the early development of intervention techniques to favor the students. Finally, different skills were reinforced through classroom organization with greater space for the realization of more creative and stimulating pedagogical activities.

Palavras-chave : Inclusion model; different skills; cooperative work; inclusion process; educational management.

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