Propuesta de acciones educativas para el fomento de la inclusión en los estudiantes del Centro Politécnico Particular de Ñuñoa
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Archivos
Fecha
2019
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Profesor/a Guía
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Idioma
es
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Universidad Andrés Bello
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Licencia CC
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Resumen
El tema central consiste en una propuesta de promover el desarrollo de prácticas
inclusivas en el Centros de Formación Técnica (CFT), en particular del Centro
Politécnico Particular de Ñuñoa (CPPÑ). Para este fin se han desarrollado las
orientaciones pertinentes para sugerir una propuesta de formación inclusiva, tomando
en cuenta la diversidad de los nuevos desafíos educacionales del siglo XXI. Por otro
lado se han considerado, las dificultades que presenta los Centro de Formación
Técnica (CFT). Tomando en cuenta las orientaciones legales y legislativas del
Ministerio de Educación (MINEDUC), estas directrices que apuntan a la comunidad
escolar nacional y sus características educacionales. Estas prácticas están dirigidas
a grupos de profesores en ejercicio activo de los centros de formación Primaria y
Secundaria, y precisamente a los colegios Técnico Profesional (TP) y Científicos
Humanistas (CC.HH). Poniendo énfasis en el CPPÑ como temática central de esta
propuesta. Por otro lado se suma a las prácticas pedagógicas en los liceos de
Educación Técnico Profesional (EDTP, de nivel medio).
No es el propósito de esta investigación describirla íntegramente, sino que de forma
selectiva en un recorrido por el diseño metodológico planteado en Proyecto Educación
Escolar de origen (PEE), tomando los resultados de la investigación desde Índex.
Aportado por departamento de Proyecto de Integración Educacional local (PIE).
El enfoque de la investigación comienza a partir de un Diagnóstico Índex, que nos
lleva a plantear una serie de reflexiones finales acerca de que tan inclusivo es el
CPPÑ.
La formación permanente del docente tiene un carácter primordial, ya que enfrenta
los desafíos propios de una educación inclusiva, desde la Gestión Pedagógica de los
centro TP, y en especial, en el espíritu que busca esta propuesta, que se titula de la
misma forma. (“Propuesta de mejoramiento educativo de inclusión, orientado a
la formación de los estudiantes del Centro Politécnico Particular de Ñuñoa,
para mejorar la respuesta a la inclusión”), planteando algunos criterios -desde un
punto de vista inclusivos- se propone una ayuda pertinente y profesional orientada a
al diseño mismo, desarrollando una propuesta que ayude al docente en ejercicio
efectivamente las prácticas Pedagógica en todos los CFT y que se transforme en un
aporte al Proyecto de Mejoramiento Educacional (PME) de cada establecimiento de
Educación Media.
The central theme is a proposal to promote the development of inclusive practices in the Technical Training Centers (CFT), in particular of the Private Polytechnic Center of Ñuñoa (CPPÑ). To this end, the pertinent guidelines have been developed to suggest a proposal for inclusive education, taking into account the diversity of the new educational challenges of the 21st century. On the other hand, the difficulties experienced by the Technical Training Center (CFT) have been considered. Taking into account the legal and legislative guidelines of the Ministry of Education (MINEDUC), these guidelines that point to the national school community and its educational characteristics. These practices are directed to groups of professors in active exercise of the centers of Primary and Secondary education, and precisely to the Professional Technical schools (TP) and Humanistic Scientists (CC.HH). Emphasizing the CPPÑ as the central theme of this proposal. On the other hand it is added to the pedagogical practices in the lyceums of Technical Professional Education (EDTP, of medium level). It is not the purpose of this research to describe it in its entirety, but selectively in a tour of the methodological design proposed in the School Education Project of origin (PEE), taking the results of the research from Índex. Contributed by the Local Educational Integration Project (PIE) department. The focus of the research begins with an Índex Diagnostic, which leads us to propose a series of final reflections on how inclusive the CPPÑ is. The permanent formation of the teacher has a primordial character, since it faces the own challenges of an inclusive education, from the Pedagogical Management of the TP centers, and especially, in the spirit that looks for this proposal, that is titled of the same form. ("Proposal of educational improvement of inclusion, oriented to the formation of the students of the Private Polytechnical Center of Ñuñoa, to improve the response to inclusion"), proposing some criteria -from an inclusive point of view- proposes a pertinent aid and Professional oriented to the design itself, developing a proposal that helps the teacher in practice effectively the Pedagogical practices in all the CFT and that is transformed into a contribution to the Educational Improvement Project (PME) of each establishment of Middle Education.
The central theme is a proposal to promote the development of inclusive practices in the Technical Training Centers (CFT), in particular of the Private Polytechnic Center of Ñuñoa (CPPÑ). To this end, the pertinent guidelines have been developed to suggest a proposal for inclusive education, taking into account the diversity of the new educational challenges of the 21st century. On the other hand, the difficulties experienced by the Technical Training Center (CFT) have been considered. Taking into account the legal and legislative guidelines of the Ministry of Education (MINEDUC), these guidelines that point to the national school community and its educational characteristics. These practices are directed to groups of professors in active exercise of the centers of Primary and Secondary education, and precisely to the Professional Technical schools (TP) and Humanistic Scientists (CC.HH). Emphasizing the CPPÑ as the central theme of this proposal. On the other hand it is added to the pedagogical practices in the lyceums of Technical Professional Education (EDTP, of medium level). It is not the purpose of this research to describe it in its entirety, but selectively in a tour of the methodological design proposed in the School Education Project of origin (PEE), taking the results of the research from Índex. Contributed by the Local Educational Integration Project (PIE) department. The focus of the research begins with an Índex Diagnostic, which leads us to propose a series of final reflections on how inclusive the CPPÑ is. The permanent formation of the teacher has a primordial character, since it faces the own challenges of an inclusive education, from the Pedagogical Management of the TP centers, and especially, in the spirit that looks for this proposal, that is titled of the same form. ("Proposal of educational improvement of inclusion, oriented to the formation of the students of the Private Polytechnical Center of Ñuñoa, to improve the response to inclusion"), proposing some criteria -from an inclusive point of view- proposes a pertinent aid and Professional oriented to the design itself, developing a proposal that helps the teacher in practice effectively the Pedagogical practices in all the CFT and that is transformed into a contribution to the Educational Improvement Project (PME) of each establishment of Middle Education.
Notas
Trabajo de título (Magíster en Gestión Pedagógica y Curricular)
Palabras clave
Educación Inclusiva, Chile, Ñuñoa, Mejoramiento de la Educación, Enseñanza Media