Inclusión educativa fundamentada en el arte como eje transversal del currículo

This research was born out of the interest of showing benefits and advances at the academic artistic and behavioral level that the mainstreaming of art generates in fundamental areas, in students who have some type of learning or diagnostic barrier. This research was developed at the Italian Galileo...

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Autores:: Berdugo Márquez, Natalia
Marimón Méndez, Olga Cecilia

Tipo de recurso:

Fecha de publicación:: 2021

Institución:: Corporación Universidad de la Costa

Repositorio:: REDICUC - Repositorio CUC

Idioma:: spa

Description
Summary:	This research was born out of the interest of showing benefits and advances at the academic artistic and behavioral level that the mainstreaming of art generates in fundamental areas, in students who have some type of learning or diagnostic barrier. This research was developed at the Italian Galileo Galilei School located in Barranquilla, a process of continuous change was noted, attending to the needs of the student population, relying on the area of artistic education. The purpose of this research is mainly oriented to reveal guidelines for the foundation of mainstreaming art in the curriculum that makes educational inclusion feasible. This research is based on the constructivist theories of Ausubel, Carl Roger's humanist and Carrión's curriculum. The methodology developed was Introspective-Experiential Approach, Qualitative paradigm and type of Descriptive-Analytical research with which it tried to achieve the proposed purposes. Likewise, this project applied a documentary and field design, interviews, documentary analysis and observation that uses instruments such as an interview guide, a content analysis matrix and a checklist, in order to facilitate the collection of information in the units of identified analyzes. In the analysis of the data, it was evidenced that the institution is in the process of restructuring to attend to diversity, taking into account the students who have some type of diagnosis or learning barriers, where its purpose is to base the application within its PEI of transversal projects supported by art through pedagogical and assertive strategies such as DUA.

Inclusión educativa fundamentada en el arte como eje transversal del currículo

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