Publication: Objetos convertidos en sujetos: encuentros con voces excluidas dentro de una asignatura sobre inclusión educativa
Authors
Rosa Moreno, Lourdes de la
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Publisher
Universidad de Murcia
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Description
Abstract
En
este
artículo
se
presenta
y
valora
la
forma
de
trabajar
en
la
Asignatura
de
“Competencias
Relacionales
para
el
Aula
Inclusiva”,
de
la
Mención
“Escuela
Inclusiva
y
Atención
a
la
Diversidad”,
del
Grado
de
Formación
de
Maestros/as
en
Educación
Primaria
de
la
Universidad
de
Málaga.
Su
objetivo
fundamental
es
la
mejora
de
las
competencias
del
alumnado
universitario
para
la
relación
no
discriminatoria
con
su
futuro
alumnado
de
Primaria
(con
un
foco
especial
en
aquellos
pertenecientes
a
grupos
no
dominantes).
La
metodología
propuesta
es
la
de
“aprender
haciendo”,
dentro
de
un
contexto
de
aprendizaje
dialógico
en
Grupos
Interactivos
( Comunidades
de
Aprendizaje).
Los
resultados
de
la
evaluación
orientan
sobre
el
alto
grado
de
implicación
requerido
por
quienes
participan,
pero
también
sobre
la
calidad
de
los
procesos
de
aprendizaje,
principalmente
en
los
aspectos
socio-‐ afectivos.
In this article, the way of working in the subject “Relational Competences for the Inclusive Class”, which belongs to Primary School Teachers’ Formation Degree in University of Málaga, is presented and assessed. The main goal is the improvement of the university students’ competences in order to achieve a non-‐ discriminatory relationship with their future primary students (with a special focus in those who are part of minority groups). The proposed methodology is “learning by doing”, in a dialogic Interactive Groups context (Learning Communities). The evaluation outcomings shed light not only about the high implication required by those who participate, but also about the quality of learning procedures, mainly related with socio-affective aspects.
In this article, the way of working in the subject “Relational Competences for the Inclusive Class”, which belongs to Primary School Teachers’ Formation Degree in University of Málaga, is presented and assessed. The main goal is the improvement of the university students’ competences in order to achieve a non-‐ discriminatory relationship with their future primary students (with a special focus in those who are part of minority groups). The proposed methodology is “learning by doing”, in a dialogic Interactive Groups context (Learning Communities). The evaluation outcomings shed light not only about the high implication required by those who participate, but also about the quality of learning procedures, mainly related with socio-affective aspects.
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