Atender a la diversidad en escuelas unitarias

  1. Francisco Javier García-Prieto 1
  2. Manuel Delgado-García 1
  3. Francisco José Pozuelos-Estrada 1
  1. 1 Universidad de Huelva Huelva/ España
Journal:
Revista del Cisen Tramas/Maepova

ISSN: 2344-9594

Year of publication: 2017

Volume: 5

Issue: 1

Pages: 123-139

Type: Article

More publications in: Revista del Cisen Tramas/Maepova

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  • Dialnet Métricas Cited by: 2 (25-02-2024)

CIRC

  • Social Sciences: C
  • Human Sciences: C

Abstract

The main purpose of this investigation is to understand how the education for diversity is developed in rural schools in the south of Spain. The research is composed of two studies with an articulated methodology: one is general and statistical, targeting the population at large, and the other one is a qualitative case study that allows to situate and contextualize observation. The research draws on various data collection tools and information sources, both qualitative and quantitative. In the first study, nine teachers from five unitary schools in the province of Huelva participated through questionnaires and structured interviews. In the second, one of the participating establishments was selected (for being representative and offering a response to diversity in the typology of unitary schools). Information on this particular establishment was obtained through techniques such as observation, interviews (with teachers, students, families...), document analysis, etc. The findings show that inclusive processes in this type of schools are in the process of disappearing. The conclusions suggest that rural schools should not be limited to operate in context, instead they should seek support in elements that define them: community perspective (family), being innovative, contextual and global, diverse and with high expectations.