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

Abstract

Abstract: This research gives an account of the reality of inclusive education in Ecuador, in the context of the covid-19 pandemic. In this sense, the objective is to analyze the inclusive practices carried out by early childhood education teachers to promote sustainable learning. For this purpose, a sample made up of three EI teachers was gathered so that, through the qualitative method and with a structured interview, an answer could be given to how professionals conceive of education, diversity and inclusion. In this way, a descriptive reach is obtained on the reality of the professional praxis of educators in times when classes were face-to-face and, today, where the format has become virtual. This is how it was obtained that teachers are responsible when working with active learning, interpersonal relationships and lasting self-learning, strategic parts of the Atrium Model. However, there is a need to improve in the aspect of the feedback received by the apprentices after the evaluation processes.