Publication: Percepciones sobre el concepto
y la gestión de la diversidad en un centro en proceso de
democratización escolar
Authors
Moliner García, Odet ; Moliner Miravet, Lidón ; Sanahuja Ribés, Aida
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
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info:eu-repo/semantics/article
Description
Abstract
El objetivo de este trabajo es analizar la concepción de la diversidad y los procesos de gestión de
la misma en un centro inmerso en un proyecto de democratización escolar, desde las percepciones
de los actores implicados. A través de un estudio de caso nos centramos en el análisis de las
prácticas educativas desarrolladas en un colegio rural agrupado de la provincia de Valencia. La
recogida de la información se ha realizado mediante observaciones de aula, entrevistas y diarios
de las sesiones. El análisis de la información se ha llevado a cabo mediante análisis de contenido
temático. Los resultados ponen de manifiesto las diferentes representaciones de la diversidad
de los miembros de la comunidad educativa. Entre las estrategias de gestión de la diversidad
utilizadas en las aulas desde un enfoque inclusivo y democrático se destacan el apoyo directo,
la graduación de la dificultad de las tareas, la coenseñanza y la ayuda entre iguales. De las
prácticas de centro, como el consejo escolar ampliado, se da cuenta de los beneficios y dificultades
encontrados y en las conclusiones se ponen en relación las premisas que facilitan los procesos
de democratización que tienen en cuenta la diversidad y su manejo efectivo
The aim of this work is to analyze the conception of diversity and its management in a center immersed in a school democratization project, by the perceptions of the actors involved. Through a case study we focus on the analysis of educational practices developed in a rural school in the province of Valencia. The data collection has been made through classroom observations, interviews and session diaries. A thematic content analysis has been carried out for data analysis. The results show how a variety of opinions exist regarding diversity by the school community members. Among the diversity management strategies used in the classrooms from an inclusive and democratic approach, some of them are highlighted such as direct support, task difficulty ranking, co-teaching or peer support. From the centre practices, such as the expanded commission, benefits and difficulties have been shown. Conclusions are related to the premises that facilitate democratization process taking into account diversity and their effective management.
The aim of this work is to analyze the conception of diversity and its management in a center immersed in a school democratization project, by the perceptions of the actors involved. Through a case study we focus on the analysis of educational practices developed in a rural school in the province of Valencia. The data collection has been made through classroom observations, interviews and session diaries. A thematic content analysis has been carried out for data analysis. The results show how a variety of opinions exist regarding diversity by the school community members. Among the diversity management strategies used in the classrooms from an inclusive and democratic approach, some of them are highlighted such as direct support, task difficulty ranking, co-teaching or peer support. From the centre practices, such as the expanded commission, benefits and difficulties have been shown. Conclusions are related to the premises that facilitate democratization process taking into account diversity and their effective management.
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