Inclusive Coexistence in Higher Technological Education Through Participatory Action Research
DOI:
https://doi.org/10.5281/zenodo.23320891Keywords:
action research, inclusive coexistence, higher educationAbstract
Action research is an essential methodology for transforming pedagogical practices in higher technological education. This article documents the implementation of the “Todos Somos Uno” program to strengthen inclusive school life at a public technological institute in La Libertad, Peru. The participatory action research was based on the Kemmis and McTaggart spiral, articulating two cycles of diagnosis, planning, action, observation, and reflection. The census sample included 30 students and the teacher-researcher. A mixed-methods approach was applied through the triangulation of field notes, observation matrices, a 20-item coexistence questionnaire, and focus groups. The results showed a drastic reduction in weekly microaggressions (from M = 24.5 to 1.8), a significant increase in the perception of inclusive coexistence (from M = 2.30 to 4.42), democratic coexistence (from M = 2.60 to 4.50), and peaceful coexistence (from M = 2.45 to 4.22), and the establishment of a Student Mediation Committee. It is concluded that action research requires moving beyond traditional experimental logic to adopt a continuous reflective process that empowers educational actors as co-researchers of their own reality.
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