INCLUSIVE EDUCATION AND SCHOOL EQUITY: INSTITUTIONAL CHALLENGES AND PEDAGOGICAL STRATEGIES
DOI:
https://doi.org/10.56238/arev7n12-353Keywords:
Inclusive Education, School Equity, Teaching Practices, Institutional Challenges, Educational PoliciesAbstract
This study analyzes Inclusive Education as a structuring axis of school equity, discussing the main institutional challenges and pedagogical strategies necessary for its implementation in contemporary educational systems. Theoretical and analytical-reflective in nature, the study is based on a critical review of recent national and international literature, drawing on leading authors in the field of inclusion, teacher training, and educational policies. It argues that the consolidation of inclusive practices faces persistent obstacles, such as insufficient material and human resources, the fragility of continuing teacher training, infrastructural limitations, and the persistence of exclusionary pedagogical concepts. In contrast, the article discusses pedagogical and institutional strategies aimed at promoting school equity, with an emphasis on differentiated teaching, the use of assistive technologies, the construction of inclusive school cultures, and the strengthening of links between schools, families, and communities. It concludes that inclusive education requires not only technical or regulatory adjustments, but also structural changes in pedagogical practices, the institutional organization of schools, and public education policies, in order to ensure the right to quality education for all students.
Downloads
References
BARROS, Marta Silene Ferreira et al. A relação entre teoria e prática na formação docente: condição para o trabalho pedagógico. Revista Ibero-Americana de Estudos em Educação, Araraquara, v. 15, n. 1, p. 305-318, jan./mar. 2020. DOI: https://doi.org/10.21723/riaee.v15i1.13303
BOOTH, Andrew; PAPAIOANNOU, Diana; SUTTON, Anthea. Systematic approaches to a successful literature review. 3. ed. London: SAGE Publications, 2022.
ECHEITA, Gerardo. Educar para una sociedad más justa: una mirada desde la inclusión educativa. Madrid: Narcea Ediciones, 2020.
FREIRE, Paulo. Pedagogía de los sueños posibles: por qué docentes y alumnos necesitan reinventarse en cada momento de la historia. Buenos Aires: Siglo XXI Editores, 2015.
GARCÍA-BARRERA, Alba. Cambiando el paradigma inclusivo: las necesidades educativas personales. Revista Brasileira de Educação Especial, Corumbá, v. 29, e0115, p. 147-160, 2023. DOI: https://doi.org/10.1590/1980-54702023v29e0115
GARCIA, Rosalba Maria Cardoso; MICHELS, Maria Helena. Education and inclusion: equity and learning as capital strategies. Educação & Realidade, Porto Alegre, v. 46, n. 3, e116974, 2021. DOI: https://doi.org/10.1590/2175-6236116974
GIL, Marta. Educação inclusiva: o que o professor tem a ver com isso? 2. ed. São Paulo: Editora da Universidade de São Paulo, 2010.
LUCIO-VILLEGAS, Emilio. Revisitando la educación popular en el centenario de Paulo Freire. Cuestiones Pedagógicas, Sevilla, v. 1, n. 30, p. 119-130, 2021. DOI: https://doi.org/10.12795/CP.2021.i30.v1.09
MONTEAGUDO-FERNÁNDEZ, Juan et al. Percepciones de los estudiantes de Educación Secundaria sobre la enseñanza de la Historia mediante el uso de TIC y recursos digitales. Revista Electrónica Interuniversitaria de Formación del Profesorado, Murcia, v. 23, n. 2, p. 67-79, 2020. DOI: https://doi.org/10.6018/reifop.417611
MUÑIZ, María Verdeja. El legado pedagógico de Paulo Freire: una pedagogía de la esperanza que inspira la transformación social. Revista de Estudos Aplicados em Educação, São Caetano do Sul, v. 6, n. 11, p. 137-151, 2021. DOI: https://doi.org/10.13037/rea-e.vol6n11.7814
POLLITZER, Inés. La gestión de una escuela inclusiva. Licenciatura en Gestión de las Instituciones Educativas. Buenos Aires: Universidad Abierta Interamericana, 2021.
SÁNCHEZ, Luis. Situación actual del Máster en Educación Secundaria Obligatoria y Bachillerato (MESOB) en España: una visión global de sus planes de estudio. In: MANSO, Juan (coord.). La formación inicial del profesorado en España: análisis de los planes de estudios tras una década desde su implementación. Madrid: Ministerio de Educación y Formación Profesional, 2019.
SNYDER, Hannah. Literature review as a research methodology: an overview and guidelines. Journal of Business Research, Amsterdam, v. 104, p. 333–339, 2019. DOI: https://doi.org/10.1016/j.jbusres.2019.07.039
TORRACO, Richard J. Writing integrative literature reviews: guidelines and examples. Human Resource Development Review, Thousand Oaks, v. 15, n. 4, p. 404-428, 2016. DOI: https://doi.org/10.1177/1534484316671606
VERGER, Antoni; PARCERISA, Lluís; FONTDEVILA, Clara. The growth and spread of large-scale assessments and test-based accountability: a political sociology of global education reforms. Educational Review, London, v. 73, n. 1, p. 1-26, 2021.
