El impacto de los procesos inclusivos en la ENEM

• DOI: https://doi.org/10.22533/at.ed.929452417097

• Palavras-chave: procesos inclusivos, necesidades de formación y tutoría

• Keywords: inclusive processes, training and mentoring needs

• Abstract: Current trends in education call inclusive education the “process of identifying and responding to the diversity of learning needs, involving changes and modifications in content, structures and strategies that include everyone.” Attention to the training needs of students of the Bachelor's Degree in Preschool Education, allows us to see that there are methodological gaps in this regard, achieving a graduation profile that involves conceptual, pedagogical, methodological, technical and didactic competencies for teachers in training, based on institutional policies, unidirectional programs and Inclusive academic treatment in classrooms is a pending issue. The present investigation is based on the characterization of the inclusive processes carried out at the Experimental Normal School “Normalismo Mexicano” of Matehuala, S.L.P. focused on the analysis of inclusive processes from institutional policies to the implementation of classroom actions by six teachers on a focus group of 40 randomly chosen students from the fifth semester.  Under a mixed methodology, estimates are made and the results of the analysis of the teachers' work instruments, the students' assessments and inclusive training from the perspective of the teacher trainers are compared.