Perspectivas comparativas de las partes interesadas sobre la educación inclusiva en cuatro regiones de China

M. del Mar Badia Martín; Rosa Fortuny Guasch; Hongan Zhou; Erhuo Gu

doi:10.24310/IJNE.10.2022.15282

Authors

M. del Mar Badia Martín Department of Basic, Developmental and Educational Psychology, Autonomous University of Barcelona, Spain. Spain https://orcid.org/0000-0002-3661-1175
Rosa Fortuny Guasch Universitat Autònoma de Barcelona Spain https://orcid.org/0000-0002-4660-4390
Hongan Zhou College of Educational Science, Sichuan Normal University, China. China https://orcid.org/0000-0002-6297-3014
Erhuo Gu College of Educational Science, Sichuan Normal University, China. China https://orcid.org/0000-0003-3360-3425

DOI:

https://doi.org/10.24310/IJNE.10.2022.15282

Keywords:

Educación Inclusiva, Enseñanza sin Discriminación, Aprendizaje en el Aula Regular, educación especial, alumnos con discapacidad

Abstract

El proyecto europeo INCLUTE (Promoción de la educación inclusiva a través del desarrollo curricular y la formación de docentes en China) Unión Europea (Proyecto Erasmus +)
561.600-EPP-1-2015-CN-EP ayuda a contribuir a la demanda de docentes altamente calificados en la escuela primaria donde se puede abordar el nivel y se puede alentar a las universidades en China a tomar en consideración los estándares europeos. Este proyecto es innovador porque se centra en el tema de la educación inclusiva para apoyar la formación de docentes de escuelas primarias chinas. El ideal pedagógico confuciano de “aprender sin discriminación” todavía predomina entre los educadores chinos en la actualidad. Sin embargo, durante los últimos treinta años, los actores gubernamentales han subrayado la necesidad de implementar políticas de educación inclusiva, siguiendo el modelo occidental. Por lo tanto, el sistema educativo chino ha comenzado a implementar la política de “aprendizaje en el aula”, una alternativa a medio camino entre la pedagogía tradicional confuciana y las nociones occidentales de educación inclusiva. No obstante, se sabe poco sobre las perspectivas y expectativas chinas sobre la educación inclusiva. En consecuencia, el presente estudio tiene como objetivo identificar la percepción de las partes interesadas chinas sobre la educación inclusiva a través de una encuesta, una entrevista y un grupo focal de una muestra de 8.412 sujetos compuestos por maestros de escuela primaria, funcionarios gubernamentales y trabajadores de organizaciones no gubernamentales (ONG) de Guanxi, Sichuan, Chongqing y Tíbet. Los resultados de este estudio sugieren que los actores educativos chinos conceptualizan la educación inclusiva como una idea filosófica relacionada con nuevas estrategias metodológicas, pero que no está asociada a las discapacidades, la educación para todos o la comunidad educativa. Se discuten las debilidades y fortalezas de la educación inclusiva.También se concluye con una serie de indicadores que orientan mejoras en la metodología estudiada.

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