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| dc.creator | Gallego Vega, Carmen | |
| dc.creator | Rodríguez Gallego, Margarita R. | |
| dc.creator | Corujo Vélez, Carmen | |
| dc.date | 2016-12-23 | |
| dc.date.accessioned | 2022-03-25T19:05:39Z | |
| dc.date.available | 2022-03-25T19:05:39Z | |
| dc.identifier | https://revistaprismasocial.es/article/view/1254 | |
| dc.identifier.uri | http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/129225 | |
| dc.description | El apoyo social desde la perspectiva comunitaria aporta una visión innovadora sobre los procesos de apoyo en el ámbito educativo (Gallego-Vega, 2011). Las investigaciones y experiencias llevadas a cabo en el contexto educativo español sobre el desarrollo de grupos de ayuda mutua entre profesores, familias y alumnos (Gallego-Vega y otros, 2015; García, Cotrina y Gallego-Vega, 2013) señalan la necesidad de vincular y establecer redes de apoyo naturales entre los miembros de las comunidades educativas. Desde los parámetros de la educación inclusiva y el apoyo colaborativo se presentan parte de los resultados de una investigación de corte etnográfica-participativa con el objetivo de dar a conocer las dinámicas de trabajo que desarrollan los Grupos de Apoyo Mutuo en 6 centros educativos participantes (de Infantil, Primaria y Secundaria) de la Comunidad Autónoma de Andalucía. La recogida de datos se realizó utilizando técnicas cualitativas como la observación (participante/no participante); entrevistas individuales y grupales (profesores, padres y alumnos) y las “hojas de recogida de datos” generados por los participantes en la experiencia, entre otros documentos. De las conclusiones generales del estudio, se destacan el impacto que ha supuesto el desarrollo del proyecto en relación al abordaje de los problemas educativos desde una dinámica colaborativa así como el incremento y mejora de la comunicación entre profesores, familias y alumnado, favoreciendo con ello, el camino hacia el desarrollo de comunidades educativas inclusivas. Community perspective in inclusive educationAbstractThe social support from the Community perspective provide us an innovative approach about the support proceedings within education (Gallego- Vega, 2011). Researches and experiences carried out in our Spanish educational context about the development of mutual support teams between teachers, families and students (Gallego-Vega y otros 2015; García, Cotrina y Gallego-Vega, 2013), indicate the need of connect and establish natural support networks between members of educational communities. From the parameters of inclusive education and the collaborative support, we present part of the results arisen from a ethnographic-participative research with the goal to show the dynamics of work developed by the Mutual Support Groups in 6 participating educational school (Pre-school, Primary and Secondary) of Andalusia region. Data collection consisted of qualitative techniques such as observation (participating/no participating); personal and group interviews (teachers, parents and students) and “data collection sheets” made by the participants in the experience, between other documents. From general conclusions of the study, we emphasize the impact that led to the development of the project in relation to addressing educational problems from a collaborative dynamics as well as increasing and improving communication between teachers, families and students, thereby facilitating the way to the development of inclusive educational communities. AbstractThe social support from the Community perspective provide us an innovative approach about the support proceedings within education (Gallego- Vega, 2011). Researches and experiences carried out in our Spanish educational context about the development of mutual support teams between teachers, families and students (Gallego-Vega y otros 2015; García, Cotrina y Gallego-Vega, 2013), indicate the need of connect and establish natural support networks between members of educational communities. From the parameters of inclusive education and the collaborative support, we present part of the results arisen from a ethnographic-participative research with the goal to show the dynamics of work developed by the Mutual Support Groups in 6 participating educational school (Pre-school, Primary and Secondary) of Andalusia region. Data collection consisted of qualitative techniques such as observation (participating/no participating); personal and group interviews (teachers, parents and students) and “data collection sheets” made by the participants in the experience, between other documents. From general conclusions of the study, we emphasize the impact that led to the development of the project in relation to addressing educational problems from a collaborative dynamics as well as increasing and improving communication between teachers, families and students, thereby facilitating the way to the development of inclusive educational communities. | es-ES |
| dc.format | application/pdf | |
| dc.language | spa | |
| dc.publisher | Fundación iS+D para la Investigación Social Avanzada | es-ES |
| dc.relation | https://revistaprismasocial.es/article/view/1254/1317 | |
| dc.rights | Derechos de autor 2016 Revista Prisma Social | es-ES |
| dc.source | Revista Prisma Social; No. 16 (2016): La Educación Inclusiva en la Sociología: Retos, experiencias y reflexiones; 60-110 | en-US |
| dc.source | Revista Prisma Social; Núm. 16 (2016): La Educación Inclusiva en la Sociología: Retos, experiencias y reflexiones; 60-110 | es-ES |
| dc.source | 1989-3469 | |
| dc.subject | Apoyo Comunitario | es-ES |
| dc.subject | Grupos de Apoyo Mutuo | es-ES |
| dc.subject | Apoyo Educativo | es-ES |
| dc.subject | Educación Inclusiva | es-ES |
| dc.subject | Dinámicas Colaborativas | es-ES |
| dc.subject | Mejora escolar | es-ES |
| dc.subject | Redes de Apoyo | es-ES |
| dc.subject | Investigación participativa | es-ES |
| dc.title | La perspectiva comunitaria en la educación inclusiva | es-ES |
| dc.type | info:eu-repo/semantics/article | |
| dc.type | info:eu-repo/semantics/publishedVersion | |
| dc.type | Sección temática | es-ES |
| dc.type | Investigación participativa | es-ES |
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