Prácticas inclusivas y su incidencia en el aprendizaje sostenible observado en la praxis profesional de los docentes de Educación Infantil

Abstract

Abstract: This research was carried out with the purpose of analyzing the incidence of good inclusive practices in the development of sustainable learning carried out by early childhood education teachers, in the context of the Initial Education Center, located in the Azogues canton, Cañar province, Ecuador. Developed under the qualitative approach. The population under study was made up of 3 teachers of the institution. The analytical and synthetic methods were used. The selected technique was interview. As an instrument to collect the information, the interview guide was applied, designing 4 open questions aimed at the participants. The findings allowed us to know that all teachers do not have assertive or optimal communication with parents, expressing frequent complaints related to interference; Regarding the promotion of autonomy, it is also difficult for them to evaluate the child's progress in the virtual modality. On the other hand, there is disagreement from the professionals due to the lack of importance that the family gives to the educational level. The main recommendation is focused on implementing strategies based on the ATRIO model.