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Enseñanza, cultura y transformación curricular: debates para una educación inclusiva

Author

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  • Monserrat Yuyunis Contreras Medina

    (Universidad Arturo Prat - Chile)

Abstract

Este estudio investiga las relaciones entre enseñanza, cultura y transformación curricular en el marco de los debates sobre educación inclusiva. Mediante un diseño de métodos mixtos que integra análisis bibliométrico en Scopus (N=92 documentos), estudio de casos múltiples (n=4 instituciones educativas en España y América Latina) y entrevistas semiestructuradas con 44 actores educativos, se examinan las barreras culturales, prácticas inclusivas y condiciones de transformación curricular. Los resultados identifican tres dimensiones interrelacionadas: culturas inclusivas (valores y creencias sobre diversidad), políticas inclusivas (normativas y organización escolar) y prácticas inclusivas (enseñanza y evaluación diversificada). Las principales barreras incluyen concepciones homogeneizadoras de la enseñanza (90.9%), resistencia cultural al cambio (84.1%) y formación docente inadecuada (79.5%). Se concluye que la transformación curricular hacia la inclusión requiere transcender enfoques asistencialistas hacia cambios sistémicos en culturas, políticas y prácticas educativas.

Suggested Citation

  • Monserrat Yuyunis Contreras Medina, 2026. "Enseñanza, cultura y transformación curricular: debates para una educación inclusiva," Revista Orbita, Editorial Reincisol, vol. 3(3), pages 1-21, January.
    • Handle: RePEc:orb:orbita:v:3:y:2026:i:3:id:21
    DOI: 10.59282/orbita.3.3.21
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