Estrategias pedagógicas para el fomento de la inclusión sociocultural en el aula

Abstract

The research focuses on sociocultural inclusion, which is a necessity in the current school system, due to the fact that there are effects on the school climate among educational actors. These interactions generate conflicts between students and student desertion, in addition to discomfort among teachers. A special case occurs in Colombian educational institutions; therefore, this research project seeks to identify effective pedagogical strategies, which promote sociocultural inclusion in the classroom, especially in the Diego de Torres de Turmequé Educational Institution in the eighth grade. To achieve this, the constructivist method was used according to the guidelines established in the PEI (Institutional Educational Project) of the educational center, and with the line of research: mediations and pedagogical practices proposed by the university where autonomy in learning is given and strategies are proposed for teamwork, the application methodology of ethnographic instruments, non-participant and participant observation, the interview with open and closed questions. In participant observation, three questionnaires were applied to students, teachers, and parents, with multiple-choice, single-response and other questions, which were considered relevant. The questions were aimed at confirming their sociocultural situation, inclusion or exclusion in the classroom, and whether or not there was discrimination. The results found in the research allowed to identify and demonstrate effective pedagogical strategies for the eighth grade of the institution, thus giving the reorientation of the educational process with greater emphasis on sociocultural inclusion in the classroom. The pedagogical strategies found facilitate teaching, harmonize the school climate, improve academic performance and minimize exclusion barriers, where difference prevails as a strength; in equity, equality and in individual and collective self-learning.