Nuevas metodologías para el fortalecimiento de la mediación pedagógica en la educación escolar inclusiva
New methodologies for strengthening pedagogical mediation in inclusive school educationContenido principal del artículo
La educación inclusiva pretende garantizar el derecho de todas las personas a recibir una educación de calidad en condiciones equitativas. Para ello, los sistemas educativos en sus diferentes niveles y modalidades han tomado medidas para atender las necesidades de sus alumnos para desarrollar sus capacidades cognitivas. El objetivo fue analizar la efectividad de las nuevas metodologías de mediación pedagógica frente a las prácticas tradicionales en el contexto de la educación escolar inclusiva. Se realizó una revisión sistemática de la literatura, considerando la producción científica entre 2018 y 2024, escritos en inglés o español, publicados en revistas de alcance mundial y de alto impacto. Su abordaje fue cualitativo con el protocolo PRISMA, se graficó la ruta para la identificación del material; con una estrategia de búsqueda que incluyó: el título, las palabras clave y el resumen. En las bases de datos: Scopus y Web of Science. Los resultados permitieron identificar 23 artículos que contenían los criterios mencionados. En conclusión, los procesos de inclusión que se están dando en la escuela expresan que las nuevas metodologías son factores claves en los cambios, pero pueden perder su relevancia si no se dan cambios profundos en los planos institucionales, curriculares o en las actitudes de los docentes y de la sociedad Dado que las acciones concretas y las cualidades humanas son esenciales en la valoración de la diversidad, a favor del uso flexible de estrategias, en el trabajo colaborativo y en la formación continua de los equipos de trabajo de las instituciones.
Inclusive education aims to guarantee the right of every person to receive a quality education in equitable conditions. To this end, educational systems at their different levels and modalities have taken steps to meet the needs of their students to develop their cognitive abilities. The objective was to analyze the effectiveness of new pedagogical mediation methodologies compared to traditional practices in the context of inclusive school education. A systematic review of the literature was carried out, considering scientific production between 2014 and 2024, written in English or Spanish, published in high-impact, global journals. Its approach was qualitative with the PRISMA protocol, the route for identifying the material was graphed; with a search strategy that included: the title, keywords and summary. In the databases: Scopus and Web of Science. The results allowed us to identify 23 articles that contained the aforementioned criteria. In conclusion, the inclusion processes that are taking place in schools express that new methodologies are key factors in the changes, but they can lose their relevance if there are no profound changes at the institutional and curricular levels or in the attitudes of teachers and society. Given that concrete actions and human qualities are essential in the appreciation of diversity, in favour of the flexible use of strategies, in collaborative work and in the continuous training of the work teams of the institutions.
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