MLS Inclusion and Society Journal

vol 4 Núm 2 (2024)

Mariana Gómez Vicario — 2024-12-19

The teacher training from the perspective of inclusive education: a systematic review

Michele Aparecida Cerqueira Rodrigues — 2024-11-26

The continuing education of teachers is necessary in view of the complexities and evolution of educational methodologies. In this sense, the pedagogical coordinator plays a crucial role in structuring these training courses, considering the profile of the target audience and the school community. It is important to promote the exchange of experiences and encourage reflection on pedagogical practices. The aim is to train investigative and reflective teachers, building substantial knowledge. The lack of contact with inclusive education in initial training is a challenge, requiring more research to support teacher training. This work aims to identify the main methodologies used in the continuing education of teachers, analyzing individual and collective strategies, aiming at inclusive education. Through a Systematic Review, articles between the years 2012 to 2022, in Portuguese, English and Spanish, contained in the Redalyc and Google Scholar databases were analyzed. Among the 2,813 articles initially found, 14 that met the pre-established eligibility conditions were analyzed. About 46% of the analyzed data show a tendency towards continuous, critical and collective training, with a focus on the development of reflective teachers in which the subjective-interpretive methodology prevails, which favors the relationship between the facets of pedagogical work, the constitution of knowledge and the interference in the exercise of practice. Based on these reflections, continuing education should adopt a critical-reflexive perspective, promoting interaction among professors, sharing experiences and collaborative problem solving. The ideal is to boost educational research and transform the role of the teacher, resulting in more meaningful and effective teaching work.

Human Rights Protection Mechanisms in Honduras: Tools for the Protection of Human Rights Defenders

Edwin Alexander Alvarez — 2024-12-06

This article examines how human rights protection mechanisms function in Honduras and how they safeguard human rights defenders. The country has become one of the most dangerous for activists and human rights defenders due to the high incidence of attacks and killings. In this context, the study reviews current laws and public policies and their implementation, finding the challenges and opportunities for improving protection.A qualitative approach was used to conduct an in-depth review of legislation, national and international reports, and emblematic cases that illustrate the situation of defenders in the country. Additionally, comparisons were made between the protection mechanisms in Honduras and those of other countries in the region, such as Mexico and Colombia, to name best practices. This analysis is essential for understanding how the state can strengthen its commitment to human rights protection.The findings show a significant discrepancy between policy development and its execution, hindered by a lack of resources and institutional coordination. Despite legislative progress, significant obstacles are still in ensuring effective protection. It is concluded that the State must protect human rights defenders by improving law enforcement, including affected communities, and strengthening international cooperation.

Indigenous cultural education for non-indigenous people: pedagogical proposal for the appreciation of diversity and implementation of Law No. 11.645/2008

Clayton Ferreira dos Santos Scarcella — 2024-12-18

Intercultural and decolonial education is still a challenge in the Brazilian educational context, especially considering the implementation of Law 11.645/2008. This study analyzed a pedagogical intervention carried out in a public school in São Paulo, the Centro Municipal de Capacitação e Treinamento Professor Lenine Soares de Jesus, in São Paulo, with the objective of reducing ethnocentrism and ethnic prejudices through the education of indigenous culture. The methodology involved an intervention structured in seven stages, developed during a bimonthly qualification course in Informatics, including research and presentation, storytelling, virtual visit to indigenous villages, indigenous art, indigenous cuisine, debates and creation of educational games based on a literature review focused mainly on Brazilian and Latin American researchers with studies in the areas of ethnic-racial education, decolonial education and indigenous education. The results, obtained through a qualitative research using the technique of participant observation, demonstrated gradual changes in the attitudes of students in relation to the indigenous theme, evidencing the need for longitudinal studies to assess long-term impacts on the local community and the professional environment in which these graduates are inserted. The intervention revealed that significant cultural transformations require time and continuity, suggesting the importance of more extensive educational programs and the involvement of the school community.

Use of the digital portfolio as a self-regulatory resource implemented by university teachers on students with personal educational needs: a systematic review

Angélica Susana Ralil Velásquez — 2024-12-19

How to teach students with any personal educational needs within higher education? The objectives of this research are: a) to analyze the use of the digital portfolio as a resource linked to self-regulated learning by teachers who practice in Higher Education; b) to review the experience and satisfaction of students with personal educational needs regarding the use of the digital portfolio as a self-regulatory resource. In order to address the objectives, a systematic review of the literature was conducted following the PRISMA statement guidelines for systematic scientific reviews. For the methodological review, one of the Joanna Briggs Institute tools was used, specifically the Checklist for Qualitative Research. To determine the state of the art, two databases were utilized: SCOPUS and WOS, covering a temporal variability between the years 2018 and 2022. For this study, 18 articles were reviewed and the results obtained are clear in establishing that the use of the digital portfolio It provides multiple benefits to students who use it. Teaching reflections encourage its use, mentioning that it provides self-reflection, self-efficacy, autonomy and also helps permanency in the achievement of teaching-learning objectives. It is concluded that it is a tool that can be used in students with personal educational needs, since the benefits towards inclusion are many, although experience and planning by the teacher are fundamental for the learning process and outcomes to be optimal.