Serviços Personalizados
Journal
Artigo
Indicadores
- Citado por SciELO
- Acessos
Links relacionados
- Citado por Google
- Similares em SciELO
- Similares em Google
Compartilhar
Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud
versão impressa ISSN 1692-715Xversão On-line ISSN 2027-7679
Resumo
CAMPA-ALVAREZ, Reyna de los Ángeles; VALENZUELA, Blanca Aurelia e GUILLEN-LUGIGO, Manuela. Teaching practices and inclusive culture for vulnerable primary school groups in Sonora, Mexico. Rev.latinoam.cienc.soc.niñez juv [online]. 2020, vol.18, n.2, pp.227-243. ISSN 1692-715X. https://doi.org/10.11600/1692715x.18211.
The objective of this research was to analyze the practices and inclusive culture of primary school teachers who work with children from vulnerable population groups in Hermosillo, Sonora, Mexico. The methodology used was a non-experimental quantitative study. The Inclusion Index questionnaire was completed by 124 teachers. The results show that the most common types of vulnerability in the classroom correspond to poor economic situations, dysfunctional families and disabilities. There is a significant bidirectional relationship between teaching practices and inclusive culture (.741), which means that it is necessary to create a collaborative community, implement inclusive methodologies and support resources. The structural model predicts 36% inclusive education for students from vulnerable population groups.
Palavras-chave : Inclusion; vulnerability; childhood; practices; culture.