Analysis about inclusive practice in classroom from the participatory action research. Reflections of an educational community

Abstract

Teaching practices that foster inclusive pedagogy must be supported by authentic assessment that involves all the agents participating in the teaching-learning processes. The paper analyzes the process of reflection and review of inclusive classroom practices that has been developed in a rural school to problematizing and improving teachers' practices at the community level. The study is framed within the parameters of a participatory action research and a case study design is used. The investigated practices were: pencils in the school, hideouts, we read in pairs and Aronson's Puzzle. Teachers, students, families and the research team participated in the analysis. The information has been collected through classroom observations, interviews, field diaries and documents and an analysis of the content has been carried out. The revision of the practices has generated small transformations towards a more inclusive, higher quality and more equitable education where the voices of the entire educational community have contributed to the improvement of the practices.