Educación inclusiva, autismo y pedagogía crítica en la ruralidad: una lectura posdoctoral desde la praxis en preescolar de la Institución Educativa Arroyo de Piedra

Abstract

This study analyzes inclusive pedagogical practices for students with Autism Spectrum Disorder (ASD) in preschool at Institución Educativa Arroyo de Piedra, a rural context in Cartagena, Colombia. Using an interpretive, critical-hermeneutic approach, the study examined observations, field notes, lesson plans, free texts, and individualized pedagogical follow-up records. The analysis organized the information into five categories: inclusive practices, teacher mediation, barriers to learning and participation, participation-communication-autonomy, and rurality and inclusion. Findings indicate that flexible activities, predictable routines, visual supports, play, and affective mediation create more favorable conditions for participation. They also reveal limitations associated with homogeneous instructions, discontinuous attendance, scarce resources, and insufficient interdisciplinary support. The study concludes that rural inclusion requires articulating specialized support, family-school co-responsibility, and territorial resources through critical and neurodiversity-sensitive pedagogy.