Palabras clave
discapacidad
equidad
educación inclusiva
interseccionalidad
formación docente
Cómo citar
Resumen
La investigación sobre la educación inclusiva suele abordar de manera aislada la discapacidad, las actitudes de los docentes o las desigualdades sistémicas, lo que limita la comprensión de cómo las estructuras de poder que se entrecruzan dan forma a la inclusión en el salón de clases. Guiado por una perspectiva interseccional, este estudio de caso cualitativo, instrumental y múltiple empleó la teoría fundamentada constructivista para examinar cómo las identidades, los prejuicios, las competencias socioemocionales y las experiencias profesionales de los docentes de primaria en servicio influyen en la enseñanza inclusiva para estudiantes con discapacidad. A través de cuatro casos, el análisis de entrevistas semiestructuradas, observaciones en el aula y tareas de escritura reflexiva reveló que la práctica inclusiva surge a través de la interacción dinámica entre la identidad del docente, las prácticas relacionales en el aula y las condiciones sistémicas. Se generó el Marco de Equidad y Justicia para la Enseñanza Inclusiva, que conceptualiza la inclusión como un proceso interseccional moldeado por el capacitismo, las disposiciones profesionales y los contextos estructurales. El marco cuestiona las expectativas normativas sobre la capacidad de enseñar y aprender, y ofrece un modelo para transformar la formación de los docentes, las políticas y las prácticas hacia una inclusión orientada a la justicia.
Citas
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