La ausencia del departamento de consejería estudiantil y su incidencia en los procesos de inclusión educativa, Quito, 2025
DOI:
https://doi.org/10.71112/zapc8m72Palabras clave:
DECE, inclusión educativa, acompañamiento especializado, prácticas pedagógicas, equidad.Resumen
La investigación analiza cómo la ausencia del Departamento de Consejería Estudiantil (DECE) incide en los procesos de inclusión educativa en una unidad educativa rural de Quito durante 2024–2025. Desde un enfoque cualitativo, se examinan las percepciones de seis docentes sobre las limitaciones institucionales, pedagógicas y socioemocionales que surgen ante la falta de acompañamiento especializado. Los hallazgos evidencian que la carencia del DECE debilita la gestión de políticas inclusivas, dificulta la aplicación de adaptaciones curriculares, afecta la convivencia escolar y sobrecarga al profesorado con funciones para las que no siempre está preparado. Aunque los docentes muestran compromiso, empatía y capacidad de respuesta básica, la inclusión se vuelve fragmentada y dependiente de esfuerzos individuales. Se concluye que la presencia de equipos multidisciplinarios es clave para garantizar una educación inclusiva efectiva, equitativa y sostenible.
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Derechos de autor 2026 Diana Veronica Maila Cahuasquí, Lupe Carmita Dután Ordóñez, Jenny Carolina Llulluna Cuichán, Nancy Rosario Logacho Ramírez, Jesenia Carolina Tocto Cajo (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
