<?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>S2616-79642025000201082</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v9i37.970</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepciones sobre la educación inclusiva y formación docente en zona rural de Perú]]></article-title>
<article-title xml:lang="en"><![CDATA[Perceptions on inclusive education and teacher training in rural Peru]]></article-title>
<article-title xml:lang="pt"><![CDATA[Percepções sobre educação inclusiva e formação de professores no Peru rural]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Banda Ortiz]]></surname>
<given-names><![CDATA[Laura Elvira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Cubas]]></surname>
<given-names><![CDATA[José Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alarcón Díaz]]></surname>
<given-names><![CDATA[Rosa Elvira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Chiclayo ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2025</year>
</pub-date>
<volume>9</volume>
<numero>37</numero>
<fpage>1082</fpage>
<lpage>1095</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642025000201082&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642025000201082&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642025000201082&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Una concepción limitada de la inclusión, combinada con una formación docente deficiente, puede generar prácticas homogeneizadoras que ignoran la diversidad de necesidades en el aula. Para explorar esta problemática, la investigación tuvo como objetivo analizar las percepciones de docentes de Educación Básica Regular de instituciones educativas en zonas rurales de Lambayeque en Perú sobre educación inclusiva y formación docente. Con un enfoque cualitativo y diseño fenomenológico, se realizaron entrevistas semiestructuradas a cuatro educadores. La información recogida se organizó e interpretó mediante la técnica de &#8220;Open Coding&#8221;. Los resultados revelaron una concepción tradicional de inclusión, centradas en alumnos con necesidades educativas especiales, aunque se reconoció la importancia de atender la diversidad. Se identificó la falta de apoyo institucional y capacitación efectiva, frente a lo cual recurren a la autoformación y al trabajo colaborativo. En conclusión, se requiere una revisión de políticas y programas de capacitación para apoyar a los maestros rurales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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 &#8220;Open Coding&#8221; 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Uma compreensão limitada de inclusão, combinada com treinamento deficiente de professores, pode levar a práticas homogeneizadoras que ignoram a diversidade de necessidades na sala de aula. Para explorar essa questão, a pesquisa teve como objetivo analisar as percepções de professores da Educação Básica Regular de instituições educacionais de áreas rurais de Lambayeque, no Peru, sobre educação inclusiva e formação de professores. Utilizando uma abordagem qualitativa e delineamento fenomenológico, foram realizadas entrevistas semiestruturadas com quatro educadores. As informações coletadas foram organizadas e interpretadas utilizando a técnica de &#8220;Open Coding&#8221;. Os resultados revelaram concepções tradicionais de inclusão, focadas em alunos com necessidades educacionais especiais, embora a importância de abordar a diversidade tenha sido reconhecida. Foi identificada a falta de apoio institucional e de formação eficaz, tendo-se recorrido à autoformação e ao trabalho colaborativo. Concluindo, é necessária uma revisão de políticas e programas de treinamento para apoiar professores rurais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Autoformación]]></kwd>
<kwd lng="es"><![CDATA[Educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
<kwd lng="es"><![CDATA[Percepciones docentes]]></kwd>
<kwd lng="es"><![CDATA[Necesidades Educativas Especiales]]></kwd>
<kwd lng="en"><![CDATA[Self-training]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Teacher perceptions]]></kwd>
<kwd lng="en"><![CDATA[Special Education Needs]]></kwd>
<kwd lng="pt"><![CDATA[Autotreinamento]]></kwd>
<kwd lng="pt"><![CDATA[Educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Percepções dos professores]]></kwd>
<kwd lng="pt"><![CDATA[Necessidades Educacionais Especiais]]></kwd>
</kwd-group>
</article-meta>
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