El aprendizaje significativo en función de la diversidad educativa en estudiantes de básica elemental Escuela María Montessori período 2022-2023

Abstract

Diversity is defined as the set of individual characteristics that define being unique, therefore, there are several external and internal factors that distinguish students by their ethnicity, religion, age, gender, culture, among others, inclusion and diversity are part of the educational and social context, because in order to achieve an inclusive social culture, it is important that attention is considered for all people, this implies that all those people with different characteristics and individualities must be stopped from being excluded since, the Education is a big part of inclusion and diversity. While the teaching process will look for a way to integrate all the students, so that they get to know each other and learn to relate to everyone, the teacher will be in charge of promoting the values that they need to learn and practice, moving away from exclusion, since they It is important that they understand that differences do not make us more or less than others, but allow us to appreciate and learn new things from others. In this context, it is necessary to express that diversity in the classroom is a challenge before educational institutions, before teachers, and above all before the educational system of not knowing what to do, of what actions should be governed to enforce inclusion, of heterogeneity, this is reflected in the need for a specialized curriculum, in the absence of teacher training, lack of methodologies, special and human resources in schools, relevant strategies. In the face of society, it is also influenced as one more barrier to diversity in the classroom because they consider that it is not pleasant enough for them to mix, that education must be separate, faced with this scenario, a lack of values and empathy promoting exclusion. We know that the axes of diversity is the value of taking the unique and equal person, for which reason teaching should take charge and encourage in the classroom together with the other students regardless of the characteristics, of the cognitive of exploiting their abilities, skills and their talents to encourage an environment rich in learning, creativity, knowledge acquisition, culturally, taking their customs as learning for other classmates, creating the practice of values in the classroom. In relation to these arguments, the present research project is established to determine the relationship between diversity, inclusion and meaningful learning, of the students of the "Maria Montessori" Basic Education School, of the Malacatos parish of the Loja canton, managing to somehow identify the solution to the problem evidenced, referring to the attention to students based on diversity and inclusion. Regarding the methodological framework, this research is of a qualitative-quantitative nature based on the statistical method, for this, the survey technique was applied to 31 students of the referred educational unit, in the same way the teacher of the classroom considered for the sample was interviewed. Likewise, qualitative techniques were applied, such as classroom observation, to determine some indicators that show the non-consideration of diversity in the classroom, as well as the non-use of the significant learning theory. The different stages and methodological processes used resulted in knowing the problem fully and with certainty, evidencing as manifested in the results, that the teacher does not apply the principle of diversity and inclusion, nor does he use the theory of meaningful learning.

The little knowledge about inclusion and diversity, as well as the non-applicability of meaningful learning, the high number of students per classroom and the little participation of parents are, among others, the causes that do not allow the desired management to be achieved. Faced with this situation, through the respective diagnosis, we proceeded to propose as a proposal, the elaboration of an educational project called "Project of educational inclusion and diversity" whose purpose is to include it as part of the PEI, to develop a set of activities that are in accordance with the institutional pedagogical proposal. Said document is feasible to be implemented, since it is related to the respective legal regulations.