González Arizmendi, SamuelOyola, LinaArrieta, Daniela2022-03-222022-03-222022-03-22https://repositorio.unicordoba.edu.co/handle/ucordoba/5018The main objective of this research work entitled "Appropriation of Inclusive Pedagogical Practices in Preschool Teachers of the San José Educational Institution, Santa María de Sahagún, Córdoba" is to strengthen the appropriation and development of inclusive pedagogical practices in preschool teachers. preschool of the IE San José. For this, the research group used a methodology framed within the qualitative research approach, from a case study. The population selected for this research project was the San José Educational Institution, Santa María, Municipality of Sahagún Córdoba, in which 3 teachers of the transition grade were taken as a sample. As a result of this study, an analysis was carried out based on two categories of analysis which were: "capacity for practice" and "the institutional". could conclude with this that the processes of pedagogical practice require a component in which they take the particles authorities of the context and of the individuals to establish the methodologies, understanding that the process of pedagogical practice is not something mechanical, but rather, something that belongs to the humanities and the social sciences, for which inviolable laws cannot be established or formulated as in the sciences, but rather, it is a dynamic process of social study, particularly carried out by teachers in their own practiceRESUMEN ............................................................................................................................. 6ABSTRACT ........................................................................................................................... 7INTRODUCCIÓN .................................................................................................................. 81. PLANTEAMIENTO DEL PROBLEMA...................................................................... 101.1. Descripción del problema ...................................................................................... 101.2. formulación del problema .......................................................................................... 122. JUSTIFICACIÓN ............................................................................................................. 143. OBJETIVOS ..................................................................................................................... 163.1. Objetivo general ......................................................................................................... 163.2. Objetivos específicos ................................................................................................. 164. MARCO REFERENCIAL ............................................................................................... 174.1. ESTADO DEL ARTE................................................................................................ 174.1.1 A nivel internacional ............................................................................................ 174.1.2 A nivel nacional ................................................................................................... 194.2. MARCO TEÓRICO................................................................................................... 224.3. MARCO CONCEPTUAL ......................................................................................... 254.31. Apropiación de prácticas pedagógicas. ................................................................ 264.3.2 Inclusión o inclusividad ....................................................................................... 274.3.3 Rol y competencia del docente de preescolar. ..................................................... 285. METODOLOGÍA ............................................................................................................. 295.1 Diseño metodológico. ................................................................................................. 295.2 Enfoque de investigación. ........................................................................................... 305.3. Tipo de investigación. ................................................................................................ 325.5. Fases de la investigación. ........................................................................................... 335.5.1. Fase de diagnóstico ............................................................................................. 335.5.2. Fase de exploración y análisis del contexto ........................................................ 345.5.3. Fase propuesta de mejora. ................................................................................... 345.6. Técnicas e instrumentos de recolección de la información. ...................................... 346. RESULTADOS Y DISCUSIÓN ...................................................................................... 356.1.1. Prácticas pedagógicas inclusivas ......................................................................... 376.1.2. Rol y competencia del docente de preescolar ..................................................... 396.1.3. Plan de mejoramiento .......................................................................................... 417. DISCUSIÓN ..................................................................................................................... 438. CONCLUSIONES ............................................................................................................ 45REFERENCIAS ................................................................................................................... 47application/pdfspaCopyright Universidad de Córdoba, 2022Trabajo de grado - Pregradoinfo:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Práctica pedagógicaRol docenteSuvidagogíaInclusiónPedagogical practiceTeaching roleSuvidagogyInclusion