Prácticas Pedagógicas No Excluyentes, desde la Perspectiva de la Pedagogía Crítica
Not Exclusive Pedagogical Practices, from the Perspective of Critical Pedagogy
The aim of this article is to report the interpretive analysis of the reasons and characteristics of non-exclusive pedagogical practices of the school and its effects on the construction of a non-exclusive curriculum; using the qualitative approach and strategy instrumental case study. The results show some formal grounds as the laws enacted nationally and internationally on inclusive education and some reasons non-formal that are identified by teachers and parents in daily educational practices; conditions that made possible the non-exclusive pedagogical practices in the school and those presented some features of the pedagogical approach of Paulo Freire; and effects that generated significant changes in the way of building a curriculum less exclusive.
Pedagogical practices, Inclusive education, Attention to diversity, Paulo Freire.
Valencia Zuluaga, A.P., & Jaramillo Maya, W.A. (2015). Prácticas pedagógicas no excluyentes, desde la perspectiva de la pedagogía crítica. International Journal of Education for Social Justice (RIEJS), 4(1), 89-110.