The training process for graduates in Primary Education: a way to develop inclusive practices. El proceso de formación del licenciado en Educación Primaria: una vía para desarrollar prácticas inclusivas
El proceso de formación del licenciado en Educación Primaria: una vía para desarrollar prácticas inclusivas
Abstract
In the training of the graduate in Primary Education, it is necessary to understand the role of the educational work of the Main Integrative Discipline (DPI) in the students of the course by encounters to solve the most general and frequent problems that manifest themselves in the professional context, provide the tools that allow them to transform their modes of action and promote the inclusive education of all students in the teaching-learning process, successfully incorporating certain values in the undergraduate training process. Examples are proposed that aim to enhance the training process of the graduate in Primary Education based on the development of inclusive practices. For this, empirical methods and their respective instruments were applied, based on the methodological triangulation of their results, it was possible to verify as a strength that students recognize the need to master theoretical and methodological aspects that allow them to develop inclusive practices based on quality education. As weaknesses, they do not always master resources that can be used in the teaching-learning process for the development of inclusive practices. The activities conceived in the DPI do not always favor the preparation of students for the development of inclusive practices.
