El profesorado universitario portugués ante el reto de la inclusión en la Educación Superior
Portuguese university teaching staff facing the challenge of inclusion in Higher Education
Palabras clave:
educación inclusiva, práctica pedagógica, docencia universitaria, diversidad, portuguésResumen
Este artículo presenta los resultados de un estudio exploratorio de carácter cualitativo llevado a cabo en Portugal en el primer cuatrimestre del curso académico 2022/2023 y que se propone un doble objetivo: (1) profundizar en el posicionamiento del profesorado universitario con respecto a la inclusión en el ámbito de la Educación Superior y (2) conocer cuáles serían las buenas prácticas que esos docentes consideran que promueven la inclusión en dicho nivel educativo. Mediante tres preguntas abiertas planteadas a 19 profesores, se obtuvieron las perspectivas que estos docentes poseen sobre la inclusión en la Educación Superior. Los resultados muestran que el profesorado asocia la inclusión, sobre todo, a igualdad de oportunidades y a aceptar y recibir de buen grado a personas diversas. Además, los participantes sugieren buenas prácticas tanto docentes como institucionales y señalan varias características personales de los profesores que los ayudan a fomentar la inclusión en el día a día.
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Derechos de autor 2026 Eugenia Esperanza Núñez Nogueroles, Sofia Freire
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
