La fábula como estrategia didáctica para potenciar la educación Inclusiva.

Abstract

The present investigation was focused to promote the inclusive education in the third degree students of the Camilo Daza School of San José de Cúcuta, taking as a pedagogical foundation the fable. For this purpose, the qualitative approach was used, with a type of participation action research in which it allows to relate theory and practice reorienting processes with a participative research methodology and a positive philosophy of life and work, starting from a diagnostic stage, by It is possible to establish that the students presented some degrees of exclusion to their classmates, specifically in what has to do with gender, physical appearance and sexual tendencies. Based on the diagnosis is reflected on the practice, planning and development of actions for improvement designing a didactic strategy, based on the fable, using the narrative genre, thereby causing the imagination of schoolchildren, and the internalization of values as the respect to oneself and the other, without violating their intrapsychic world and opening emotional conditions to the acceptance of others, likewise, systematizing the experiences for the production of knowledge in front of this need found in the classroom. The development of the strategy seeks to raise awareness of the importance of improving personal relationships within the classroom and recognizing that, above any differential factor, equality between peers must occur. The implementation of the didactic strategy was accepted by students favoring group work, making use of Information and Communication Technologies (ICT) as a teaching resource. The revision and theoretical construction of the frame of reference, allowed to reaffirm that to achieve inclusive schools, ambitious changes are needed in the administrative, curricular, evaluative, follow-up and control processes to promote the development and attention of schoolchildren attending diversity. Finally, we proceeded to evaluate the effectiveness of the strategy, establishing in this way that, for the most part, students changed, to a large extent, their attitude towards classmates and teachers; They were integrated through group work and achieved high tolerance and respect for the opinions, beliefs and sexual and social tendencies of their peers.