Proposal for collaborative work to strengthen inclusive pedagogical practices in teachers

Abstract

The research is based on Chilean legislation, specifically Law 18,845, which provides guidelines for School Inclusion, whose purpose is to facilitate the entry and permanence of all boys and girls with Special Educational Needs in the country's educational system and Law 20,903, that strengthens and improves the professional development of teachers, promoting collaborative work, updating and deepening their knowledge in their different disciplines. The regulatory framework of the Chilean educational system provides guidelines to guide and strengthen collaborative work, therefore, a case study was carried out in a specific educational environment in the city of Santiago. In the analysis of quantitative and qualitative elements, significant needs were identified related to improving collaboration and inclusion practices among teachers that impacted student learning. The central objective of the study is to carry out a Collaborative Work proposal to establish Professional Learning Communities (CAP) by strengthening inclusive pedagogical practices in the educational community studied. Concluding that the educational community under study strengthened its collaborative and inclusive pedagogical practices, who modified their educational practices and responses, being relevant for everyone.