<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642023000100049</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v7i27.496</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Perspectivas de los docentes sobre la educación inclusiva]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers' perspectives on inclusive education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Perspectivas dos professores sobre a educação inclusiva]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quispe]]></surname>
<given-names><![CDATA[Korintia León]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alvarez]]></surname>
<given-names><![CDATA[Carlos Alberto Villafuerte]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chuquipa]]></surname>
<given-names><![CDATA[Edgar Ney Llanos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mora]]></surname>
<given-names><![CDATA[Vilma Abarca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chiroque]]></surname>
<given-names><![CDATA[Julio Edgar Zapata]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Cesar Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2023</year>
</pub-date>
<volume>7</volume>
<numero>27</numero>
<fpage>49</fpage>
<lpage>61</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642023000100049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642023000100049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642023000100049&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La educación inclusiva por muchos años ha tenido como objetivo garantizar la participación sin discriminación hacia sus estudiantes, por la cual se debe fortalecer a la comunidad educativa, así como a los docentes donde deben fortalecer sus habilidades para que enseñen e incluyan a todos los estudiantes sin distinción. El objetivo del estudio fue determinar la relación sobre la percepción de los docentes en la educación inclusiva. El estudio tuvo un enfoque cuantitativo, de diseño no experimental, tipo transversal para determinar la relación entre las variables, donde la técnica empleada fue una encuesta, donde las aplicaciones de los cuestionarios se consideraron a 230 docentes. Los resultados evidencian que la variable percepción del docente y la variable cultura inclusiva tienen Rho de 0,277**., el cual permite inferir la existencia de una relación significativa. Se concluye que la percepción de los docentes en la educación inclusiva mantiene una relación, el cual necesita ser vinculada con la formación de competencias en los docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Inclusive education for many years has aimed to guarantee participation without discrimination towards its students, for which the educational community must be strengthened, as well as teachers where they must strengthen their skills so that they teach and include all students without distinction. The objective of the study was to determine the relationship on the perception of teachers in inclusive education. The study had a quantitative approach, non-experimental design, cross-sectional type to determine the relationship between the variables, where the technique used was a survey, where the applications of the questionnaires were considered 230 teachers. The results show that the teacher's perception variable and the inclusive culture variable have a Rho of 0.277**, which allows us to infer the existence of a significant relationship. It is concluded that the perception of teachers in inclusive education maintains a relationship, which needs to be linked to the training of skills in teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A educação inclusiva há muitos anos visa garantir a participação sem discriminação dos seus alunos, para o que deve ser fortalecida a comunidade educativa, bem como os professores onde devem fortalecer as suas competências para que ensinem e incluam todos os alunos sem distinção. O objetivo do estudo foi determinar a relação na percepção dos professores em educação inclusiva. O estudo teve uma abordagem quantitativa, delineamento não experimental, do tipo transversal para determinar a relação entre as variáveis, onde a técnica utilizada foi uma enquete, onde as aplicações dos questionários foram consideradas 230 professores. Os resultados mostram que a variável percepção do professor e a variável cultura inclusiva apresentam um Rho de 0,277**, o que permite inferir a existência de uma relação significativa. Conclui-se que a percepção dos professores na educação inclusiva mantém uma relação, que precisa estar ligada à formação de competências nos professores.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Perspectiva]]></kwd>
<kwd lng="es"><![CDATA[Educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[Participación]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="en"><![CDATA[Perspective]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
<kwd lng="en"><![CDATA[Stake]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="pt"><![CDATA[Perspectiva]]></kwd>
<kwd lng="pt"><![CDATA[Educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Estaca]]></kwd>
<kwd lng="pt"><![CDATA[Treinamento de professor]]></kwd>
</kwd-group>
</article-meta>
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