How to Cite
Abstract
Este artículo tiene como propósito explorar las prácticas de veinticinco docentes de Educación Primaria que desarrollan una pedagogía inclusiva. En concreto, tratamos de responder a tres preguntas de investigación: 1) ¿Cuáles son los elementos didáctico-organizativos y las estrategias metodológicas y afectivas que pone en práctica un docente inclusivo? 2) ¿Cuáles son los roles del profesorado y del alumnado? 3) ¿Cuáles son los sistemas de evaluación y autoevaluación que emplea? La metodología ha sido cualitativa, con un diseño multicaso. La información ha sido recogida mediante una entrevista semi-estructurada y analizada con un sistema de categorías y códigos inductivo. Los resultados están organizados en tres temas: estrategias metodológicas y afectivas y otros elementos didácticos-organizativos; roles del profesorado y de los estudiantes; evaluación y autoevaluación. Entre los principales hallazgos cabe resaltar que los participantes emplean estrategias metodológicas variadas, activas y afectivas, el docente desempeña el rol de acompañante y el alumnado de protagonista, y realizan evaluación y autoevaluación auténticas. Las conclusiones dejan ver que estas acciones son oportunidades para continuar investigando sobre otras que den sentido a los procesos educativos.
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