Bibliographic citations
Guerrero, M., (2021). Prácticas inclusivas de docentes para la atención a la diversidad en niños de 5 años de una institución educativa privada del nivel inicial del distrito de Miraflores. [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/18769
Guerrero, M., Prácticas inclusivas de docentes para la atención a la diversidad en niños de 5 años de una institución educativa privada del nivel inicial del distrito de Miraflores. []. PE: Pontificia Universidad Católica del Perú; 2021. http://hdl.handle.net/20.500.12404/18769
@misc{renati/1657009,
title = "Prácticas inclusivas de docentes para la atención a la diversidad en niños de 5 años de una institución educativa privada del nivel inicial del distrito de Miraflores.",
author = "Guerrero Choque, Maire Patricia",
publisher = "Pontificia Universidad Católica del Perú",
year = "2021"
}
The title of the research is inclusive practices of teachers for the attention to diversity in 5-year-old children of a Private I.E.I of the district of Miraflores. This study is carried out based on the empirical research modality and its objective is to analyze the teaching strategies to attend to diversity in a group of 5-year-old students. From the analysis of the research categories and the information collected, results are identified around the following reflections: the teaching conceptions about the term attention to educational diversity are ambivalent and incoherent with the practice and development of the teaching exercise in the lessons; In other words, in the daily school dynamics, there are organizational, didactic and methodological models that emphasize the difference, grouping and categorizing children in favor of a better service and institutional support. In this sense, this study seeks to develop the conceptualization of some terms that revolve around the adoption of a school open to diversity and respectful of children, banishing all homogenizing practices that interrupt the normal cycle of growth and natural development of the child, valuing at all times the interests of the students and the surrounding environment as a source of knowledge and learning. On the other hand, it is pointed out that a school open to diversity implies the pedagogical task as a continuous, shared, dialogical and innovative process between the people who share it, thus a new education is already possible, and has to do with how, where and why and with what consequences, we educated.
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