Prácticas docentes inlcusivas con perspectiva de equidad de género en el colegio mixto Inmaculada Concepción de Talcahuano de la región del Bío Bio

Abstract

Teaching practices constitute a variable that is undoubtedly essential for strengthening inclusive education in any educational community. This process implies that all actors interact appropriately in the face of diversity, presenting attitudes and behaviors based on respect for the other, through tolerant communication. The objective of this study is analyze the teachers’ inclusive practices of the mixed school Inmaculada Concepción of Talcahuano in the Biobío region. For the research development, a qualitative work methodology was chosen with a phenomenological and descriptive study type, using the semi-structured interview as a collective information instrument, which allows deepening concepts and relevant aspects. Regarding the analysis of the results obtained, these are established in 3 categories: inclusive practices, learning process and eradication of gender stereotypes, generating a theoretical discussion and a reflection on the subject. It is possible to conclude that, in light of the events that the country is experiencing, it is necessary to move further towards inclusive education, with a gender equity perspective, based on the attitudes and beliefs of teachers. In addition, it is necessary for teachers to visualize their inclusive practices, in such a way that a reflection is achieved and later a socio-cultural transformation that starts from their own experiences.