BEYOND TRADITIONAL INCLUSION: PERSPECTIVES OF WESTERN STUDENTS IN INDIGENOUS COMMUNITIES

Abstract

This research report type article aims to show the results of the research that addresses as a central theme the inclusion of Western students in ethnic contexts. Where pedagogical strategies of inclusion were promoted, in the school environments of the Nasa indigenous community, with Western students of Cycle Two of the Educational Institución YU'LUUCX PISHAU "Hijos Del Agua" Potrerito headquarters, La Plata Huila Colombia. This research was developed from an ethnographic method with a qualitative approach, where it was allowed through four phases; exploration and permits, information gathering, analysis and interpretation and delivery of report or results, to be able to establish inclusion strategies aimed at Western students within the Nasa culture, with the application of techniques and instruments such as participant and non-participant observation, semi-structured interviews and focus groups, where it is concluded the need to take another look at the inclusive processes and the different actors that are part of these and the existence of populations that are relegated to oblivion, going unnoticed in terms of true social and educational integration, as is the case of Western children immersed in indigenous communities, which requires acting in contexts from a perspective thought beyond traditional inclusion.