Plan de acogida para la inclusión de la etnia indígena emberá katío a la Institución Educativa Agropecuaria Pedro Antonio Elejalde
Autor:
Arboleda-Pulgarín, John de jesús
Fecha:
24/07/2019Palabra clave:
Tipo de Ítem:
masterThesis![Open Access Open Access](/themes/Mirage2/images/reunir/openaccess.png)
Resumen:
El objetivo principal de este TFM es diseñar un plan de acogida para la inclusión de los
estudiantes de la etnia indígena Emberá Katío a la Institución Educativa Agropecuaria Pedro
Antonio Elejalde, ubicada en el municipio de Frontino, departamento de Antioquia
(Colombia), con el fin de garantizarles su derecho a una educación inclusiva e intercultural.
Por este motivo se usaron diferentes metodologías como, la Investigación – acción
participativa, usada para la planeación de la propuesta, el modelo educativo y la pedagogía
de la inclusión, el modelo inclusivo de las nuevas tecnologías de la información y la
comunicación y el enfoque de educación inclusiva en la actualización pedagógica de los
educadores. Estas tres metodologías influyeron en la formulación de las actividades y los
objetivos del plan de acogida. Todo lo anterior permitió la conformación de un Modelo
pedagógico de la educación inclusiva e intercultural, con el fin de poder identificar y
establecer la importancia de los planes de acogida en la atención a la población con culturas
diversas, posibilitando la creación de espacios multiculturales, en donde todos convivan en
armonía, valorando la identidad individual y colectiva.
Descripción:
The main objective of this TFM is to design a welcome plan for the inclusion of students of
the indigenous ethnic group Emberá Katío in the Pedro Antonio Elejalde Agricultural
Educational Institution, located in the municipality of Frontino, department of Antioquia
(Colombia), in order to guarantee their right to an inclusive and intercultural education. For
this reason, different methodologies were used, such as Participatory Action Research, used
for the planning of the proposal, the educational model and the pedagogy of inclusion, the
inclusive model of the new information and communication technologies, and the inclusive
education approach in the pedagogical updating of educators, where these three were in
charge of formulating the activities and objectives of the welcoming plan. All of the above
allowed for the creation of a pedagogical model of inclusive and intercultural education, in
order to identify and establish the importance of welcoming plans in serving people with
diverse cultures, enabling the creation of multicultural spaces, where all live in harmony,
valuing individual and collective identity.
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