INCLUSIVE EDUCATION AND THE PROFESSIONAL PERFORMANCE OF THE TEACHER WITH A NON-PEDAGOGICAL PROFILE

Abstract

Inclusive education and the professional performance of the teacher with a non-pedagogical profile implies the promotion and guarantee of equal opportunities and access for all students, regardless of their socioeconomic origin, gender, race, ethnicity, sexual orientation, disability or any other personal characteristic. At present, education is segmented and segregated by the condition of the people, which becomes a high-priority social problem. From the State University of the South of Manabí, this situation is reversed from the concretion of investigations similar to the one presented, whose objective is: To reflect on inclusive education and the professional performance of the non-pedagogical profile teacher. For the realization of the objective, methods of the theoretical level were taken into account: analysis-synthesis, inductive - deductive and historical - logical, for the incursion into existing statements. At the empirical level, a survey guide addressed to teachers was used to deepen previous inquiries. The main results revolved around the consolidation of the theory where the concepts of inclusion and the characteristics of higher education in Ecuador were identified, with emphasis on UNESUM. An inherent methodology was applied to a descriptive, prospective and cross-sectional study in 20 teachers, who decided to participate freely and voluntarily. Conclusively, the objective was fulfilled, since it was reflected on the inclusion in Ecuadorian higher education, from the perspective of UNESUM.

Keywords: inclusion, student, education, equality.