SCHOOL INCLUSION AND TEACHING IMAGINARIES

Abstract

In the Latin American context, educational inclusion has been established as an essential pillar for ensuring the right to education for populations with disabilities Despite this, pedagogical practices persist in social perceptions that hinder student participation. Considering this reality, this document presents a dissemination document that provides an overview of the intervention carried out at the Isaac Tacha Niño School in the city of Villavicencio. This document developed a pedagogical strategy called "Sowing Culture, Harvesting Inclusion," aimed at modifying these perceptions and fostering a more inclusive school culture. A qualitative approach, based on the action research method, was used, which facilitated a reflective approach with teachers and the collaborative development of pedagogical solutions. The main instrument was an open-ended survey administered to eight teachers. The results revealed that negative perceptions persist, such as the idea that students with disabilities do not learn or that they affect the pace of the class. These perceptions reveal attitudinal barriers and a lack of knowledge about inclusive education, which generate exclusionary practices in the classroom. The most relevant finding was that many teachers feel unprepared to address diversity, a situation that reinforces exclusionary attitudes and limits the participation of students with disabilities. Consequently, the designed strategy promotes teacher reflection and the recognition of diversity as a pedagogical opportunity. Its aplicación can serve as a model for other institutions with similar contexts.