Resumo

BANDA ORTIZ, Laura Elvira; PEREZ CUBAS, José Santos  e  ALARCON DIAZ, Rosa Elvira. Perceptions on inclusive education and teacher training in rural Peru. Horizontes Rev. Inv. Cs. Edu. [online]. 2025, vol.9, n.37, pp.1082-1095.  Epub 24-Fev-2025. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v9i37.970.

A limited conception of inclusion, combined with poor teacher training, can lead to homogenizing practices that ignore the diversity of needs in the classroom. To explore this problem, the research aimed to analyze the perceptions of Regular Basic Education teachers from educational institutions in rural areas of Lambayeque, Peru, about inclusive education and teacher training. Using a qualitative approach and phenomenological design, semi-structured interviews were conducted with four educators. The information collected was organized and interpreted using the “Open Coding” technique. The results revealed traditional conceptions of inclusion, focused on students with special educational needs, although the importance of addressing diversity was recognized. The lack of institutional support and effective training was identified, in response to which they resort to self-training and collaborative work. In conclusion, a review of policies and training programs is required to support rural teachers.

Palavras-chave : Self-training; Inclusive education; Teacher training; Teacher perceptions; Special Education Needs.

        · resumo em Português | Espanhol     · texto em Espanhol     · Espanhol ( pdf )