Imaginar la inclusión en el ámbito universitariodiscurso plural entre el profesorado universitario español

  1. María-Jesús Martínez-Usarralde 1
  2. Carmen Lloret-Catalá 1
  3. Azahara Jiménez -Millán 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Revista:
Culture and Education, Cultura y Educación

ISSN: 1135-6405,  1578-4118

Año de publicación: 2024

Volumen: 36

Número: 1

Páginas: 286-311

Tipo: Artículo

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Otras publicaciones en: Culture and Education, Cultura y Educación

Resumen

La gestión de la diversidad es una prioridad central en la definición de las políticas educativas internacionales, y la inclusión educativa es un indicador estratégico de calidad y excelencia. Como contribución a la mejora de la inclusión educativa en la educación superior, este estudio pretende conocer las opiniones y posiciones expresadas por el profesorado universitario respecto a su acción docente en el aula respecto a la diversidad y la inclusión educativas. Para ello, se diseñó y desarrolló una investigación cualitativa en ocho universidades públicas españolas. Se realizaron un total de 17 entrevistas y ocho grupos focales, analizándose e interpretándose los resultados mediante un análisis mixto deductivo y temático emergente. Los hallazgos indican dos posturas o posiciones expresadas, identificadas como lógica convencional y lógica crítica, que apuntan a diferentes concepciones de la diversidad que tienen los docentes, la finalidad de la inclusión en la universidad y su justificación, las dificultades que encuentran y sus propuestas de mejora. Los enfoques globales integradores son necesarios para la institucionalización de la inclusión, a pesar de la confusión conceptual, la escasa formación y las dificultades institucionales que encuentran los docentes en el aula.

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Fuente de los datos: Dialnet