Convivencia inclusiva en educación superior tecnológica mediante investigación-acción participativa
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https://doi.org/10.5281/zenodo.23320891Palabras clave:
investigación-acción, convivencia inclusiva, educación superiorResumen
La investigación-acción constituye una metodología esencial para transformar las prácticas pedagógicas en la educación superior tecnológica. Este artículo documentó la implementación del programa “Todos Somos Uno” para fortalecer la convivencia escolar inclusiva en un instituto tecnológico público de La Libertad, Perú. La investigación-acción participativa se basó en la espiral de Kemmis y McTaggart, articulando dos ciclos de diagnóstico, planificación, acción, observación y reflexión. La muestra censal incluyó 30 estudiantes y el docente-investigador. Se aplicó un enfoque mixto mediante la triangulación de diarios de campo, matrices de observación, un cuestionario de convivencia de 20 ítems y grupos focales. Los resultados evidenciaron una reducción drástica de microagresiones semanales (de M = 24.5 a 1.8), un incremento significativo en la percepción de convivencia inclusiva (de M = 2.30 a 4.42), democrática (de M = 2.60 a 4.50) y pacífica (de M = 2.45 a 4.22), y la consolidación de un Comité Estudiantil de Mediación. Se concluye que la investigación-acción exige superar la lógica experimental tradicional para adoptar una dinámica reflexiva continua que empodere a los actores educativos como coinvestigadores de su propia realidad.
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