Palabras clave

Enseñanza dialógica, educación inclusiva, escuela secundaria, práctica docente, desarrollo profesional docente, diálogo

Resumen

El reto de promover escuelas públicas más inclusivas que aborden las necesidades de la Sociedad del Conocimiento del siglo XXI es importante. En este artículo nos centramos en la inclusión como un proceso de diálogo que tanto docentes como estudiantes deben adoptar y desarrollar por igual en las aulas. La idea de la enseñanza dialógica inclusiva se explica y operacionaliza en un currículo dialógico inclusivo centrado en las disposiciones de alfabetización cultural. En este estudio, que forma parte de un proyecto europeo de varios países, ocho docentes de secundaria españoles y portugueses y sus estudiantes participaron en ocho sesiones que implementan planes de lecciones dialógicas. El profesorado asistió a dos sesiones de desarrollo profesional, una al comienzo del proyecto y otra más adelante. Los datos del discurso en el aula de las sesiones n.º 3 y n.º 8 se recopilaron y analizaron utilizando un protocolo de codificación validado. Los resultados muestran una ligera mejora en la dialogicidad de la sesión n.º 3 a la sesión n.º 8 con una resistencia persistente de los docentes para ser más acumulativos en su discurso. Estos hallazgos confirman el trabajo previo que muestra que la enseñanza dialógica se desarrolla gradualmente e incluso cuando la postura del profesorado pasa a ser más inclusiva y atractiva para el alumnado, este cambio no representa necesariamente un cambio radical en los métodos de enseñanza centrados en el alumnado.

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Ficha técnica

Recibido: 29-05-2020

Revisado: 05-06-2020

Aceptado: 03-07-2020

OnlineFirst: 15-11-2020

Fecha publicación: 01-01-2021

Tiempo de revisión del artículo : 7 (en días) | Media de tiempo de revisión de los manuscritos del número 66: 16 (en días)

Tiempo de aceptación del artículo: 35 (en días) | Media tiempo aceptación de los manuscritos del número 66: 51 (en días)

Tiempo de edición OnlineFirst: 172 (en días) | Media tiempo edición de los OnlineFirst del número 66: 193 (en días)

Tiempo de publicacicón final del artículo: 217 (en días) | Media tiempo de publicación final de los articulos del número 66: 238 (en días)

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Rapanta, C., Garcia-Mila, M., Remesal, A., & Gonçalves, C. (2021). The challenge of inclusive dialogic teaching in public secondary school. [El reto de la enseñanza dialógica inclusiva en la escuela pública secundaria]. Comunicar, 66, 21-31. https://doi.org/10.3916/C66-2021-02

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