CONCEPTS OF INCLUSION IN THE FRAMEWORK OF UNDERSTANDING CURRENT EDUCATIONAL REALITIES IN COLOMBIA

Abstract

Concepts of inclusion within the framework of understanding current educational realities in Colombia reflect a complex and dynamic process that seeks to respond to the diverse needs of students and the country's social transformations. Given this, a traditional view can be identified that associates inclusion with the physical integration of students with disabilities or special needs into regular classrooms, focusing primarily on the elimination of physical barriers and basic curricular adaptation. In a broader sense, this article aims to interpret, from a theoretical perspective, conceptions of inclusion within the framework of understanding educational realities in Colombia. To this end, an essay will be conducted within the framework of adopting qualitative methodology from an interpretive and hermeneutic perspective. As a result, it is recognized that inclusion entails transforming teaching practices, curricula, and school environments to address different ways of learning, as well as valuing cultural identities and particular contexts. In Colombia, this is reflected in public policies and educational programs that seek to guarantee rights through intercultural and pluralistic approaches, promoting an education that respects the country's ethnic, linguistic, and social diversity.