Percepciones de los docentes de la Universidad de Pamplona frente a las políticas públicas e institucionales de inclusión educativa.

Abstract

In search of a more inclusive society, in the Colombian State like many other countries in the world, policy guidelines have been established both at the public and institutional levels, with a view to favoring those who feel, are unprotected or are vulnerable to being accepted as part of a human diversity, as well as receiving equal treatment for other people. In the various social fields; Among these, in the university context, even in present times social discrimination arises; mainly, towards those who present a condition of disability or Special Educational Need (SEN); reason for which it is difficult for these people to access, stay and complete studies at a professional level. In Colombia, these guidelines must be conceived as a central strategy for social inclusion, where teachers play an inherent and co-responsible role within their managerial and training role. Based on the aforementioned, this research work complies with the purpose of formulating a proposal that facilitates the disclosure of the perceptions of the teachers of the University of Pamplona regarding public and institutional policies of educational inclusion. For its execution, the use of a mixed methodology is proposed; through which the quantitative and qualitative methods are systematically integrated within the same investigation, in order to obtain a more complete vision of the phenomenon studied and thus compare frequencies, factors and results. On the other hand, the administration of a semi-structured interview is proposed, consisting of fifteen (15) items that alternate closed (dichotomous) questions, such as open questions. Therefore, it is a feasible project; based on rigorous research, which involves carrying out a series of precise and exact steps for its proper development; such as: diagnosis, methodological approach and theoretical foundation.