Conception Of The Subject In The School From The Perspective Of Six Teachers Assigned To A School With Inclusive Trend Located In The City Of Santiago De Cali

RESUMEN El siguiente trabajo investigativo tuvo como finalidad describir la concepción del sujeto en la escuela desde la mirada de 6 docentes adscritos a una institución educativa con tendencia inclusiva ubicada en la ciudad de Santiago de Cali. Es una investigación de tipo descriptivo con un diseño No experimental-transversal y para dar cumplimiento al objetivo general se seleccionó como recurso metodológico la aplicación de un cuestionario de 121 preguntas abiertas que dan cuenta del sujeto en la escuela desde las políticas, culturas y prácticas inclusivas extraídas de la Guía para la Evaluación y la Mejora de la Educación Inclusiva2 desarrollada por Booth y Ainscow (2000) a 6 docentes de una institución educativa con tendencia inclusiva. La recolección de la información se efectuó a partir de un trabajo de campo y la presentación de los resultados fue a manera de relato. Igualmente se caracterizó la concepción del sujeto en la escuela frente a la perspectiva conductual, normal/anormal de Foucault y Touraine. Conclusiones: Se evidencia la tendencia hacia una concepción ideal de sujeto “touriano” al que se le reconocen múltiples factores diferenciales a nivel familiar, económico, físico y cognitivo y cultural; sin embargo tal concepción ideal es confrontada a manera de antítesis por la concepción de un sujeto normal/anormal buscando una homologación o normalización del sujeto hacia una “media escolar”. Tal contraposición influye para que la escuela inclusiva siga tornándose conductual o clásica haciendo tabula rasa de esas diferencias, promoviendo una integración del sujeto diverso en la escuela pero no una movilización realmente inclusiva. ABSTRACT The following research work aimed to describe the conception of the subject in the school from the eyes of 6 teachers assigned to a school with inclusive trend located in the city of Santiago de Cali. It is a descriptive research design with experimental not cross. To comply with the general objective was selected as a methodological implementation of an open questionnaire of 121 questions that reflect the subject in the school from the political, cultural and inclusive practices learned from the Guidelines for the Evaluation and Improvement of Inclusive Education developed by Booth and Ainscow (2000) to 6 teachers assigned to a school with inclusive trend. The data collection was done from field work and presentation of the results was by way of narrative. Also characterized the conception of the subject in school compared to the behavioral perspective, normal/ abnormal Foucault and Touraine. Conclusions: We found a trend towards an ideal conception of subject “touriano” that are attributed to multiple factors at the household level differentials, economic, physical, cognitive and cultural, but this ideal conception is confronted by way of antithesis to the conception of a subject normal / abnormal seeking approval or normalization of the subject to a "middle-school." Such influences opposed to becoming an inclusive school follow classical behavior or making “tabula rasa” of these differences to promote an integration of different subjects in school but not a truly inclusive movement

Metasynthesis Regarding the Sociocultural Adaptation of International University

This study centers on the sociocultural adaptation experience of international students in academic life and daily life. Responses to the guiding question of what differences and similarities are discernible in the sociocultural adaptation processes that international university students experience in the university versus outside university in the receiving society. It presents a metasynthesis of 12 empirical studies that apply qualitative methodologies to the study of international university students’ sociocultural adaptation, which were published in scientific journals indexed in Ebscohost, WOS and Scopus from January 2012 to March 2019. The metasynthesis results indicate that sociocultural adaption involves: (1) situations of shock that arise in the two environments of academic and daily life with specific challenges proper to each one, and (2) the deployment of varying intrapersonal and social resources in each context. Academic and daily life can be considered as necessarily linked to sociocultural adaptation given the compensatory function observed in relational dynamics of students as they move between the two settings. The emphasis of the research on presenting sociocultural adaptation as a primarily negative process, the theoretical implications of separating academic life from daily life, and the relevance of exploring the role of social networks in students’ daily life are discussed