Saber pedagógico docente e innovación curricular inclusiva: una investigación-acción en educación básica primaria del tolima

Abstract

The study analyzed the strengthening of teachers’ pedagogical knowledge and inclusive curricular innovation in elementary education in Tolima. It was conducted using a qualitative approach, within the sociocritical paradigm and the action-research method, employing semistructured interviews, participant observation, field journals, an evaluation survey, qualitative coding, and data triangulation; the findings identified innovation and inclusive curricular practices as a central category, associated with curricular flexibility, reasonable accommodations, instructional resources, technological mediations, flexible assessment, and student participation. During the diagnostic phase, it became evident that teachers were already making adaptations based on their experience, although these adaptations were not systematically applied or aligned with Universal Design for Learning (UDL) and the Individual Plan for Reasonable Accommodations (PIAR); following the implementation of the action plan, there was increased documentation of pedagogical decisions, the co-design of strategies, the exchange of experiences, and a stronger link between the PIAR and instructional planning and activities. Twenty-five stakeholders participated in the institutional evaluation; of these, 14 (56%) reported a high level of participation, 10 (40%) a moderate level, and 1 (4%) a low level. Furthermore, a favorable assessment prevailed regarding the proposal’s relevance, organization, and prospects for continuity.