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.
Detalles del artículo

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Cómo citar
Referencias
Ainscow, M. y Miles, S. (2008). Por una educación para todos que sea inclusiva: ¿Hacia dónde vamos ahora? Perspectivas: Revista Trimestral de Educación Comparada, 38(38), 17-44. https://n9.cl/uqnc5
Alzate-Ortiz, A. y Castañeda-Patiño, J. (2020). Mediación pedagógica: Clave de una educación humanizante y transformadora. Una mirada desde la estética y la comunicación. Revista Electrónica Educare, 24(1), 1-14. http: //doi.org/10.15359/ree.24-1.21
Arnaiz., P. (2019). La educación inclusiva: Mejora escolar y retos para el siglo XXI. Participación Educativa, 6(9), 41-54. https://n9.cl/0kou1
Azizah, S. N., A. A. Zahry, A. R. Putri, T. A. Putri, M. P. Fadhillah, P. A. Arumsari, N. Purba, y F. Anoura. (2024). Educational Literacy Assistance and Training for Indonesian Migrant Children in Malaysia. Buletin KKN Pendidikan 5 (2):191-197. https://n9.cl/33455
Azorín, C. y Villa, S. (2024). ¿Cómo apoyar a las escuelas en el desarrollo de prácticas más inclusivas? Explorando recursos y herramientas. Revista Complutense de Educación, 35(1), 115-124. https://n9.cl/skfkdy
Balik, P. Plasil, P. Waldauf, J. Pazout, M. Fric, M. Otahal, et al. (2006) Ultrasound estimation of volume of pleural fluid in mechanically ventilated patients. Intensive Care Med., 32, 318. https://n9.cl/n7glg
Chan, W. Y., Entwisle, C., Ercoli, G., Ramos-Sevillano, E., McIlgorm, A., Cecchini, P., Bailey, C., Lam, O., Whiting, G., Green, N., Goldblatt, D., Wheeler, J. X., y Brown, J. S. (2022). Correction for Chan et al., "A Novel, Multiple-Antigen Pneumococcal Vaccine Protects against Lethal Streptococcus pneumoniae Challenge". Infection and immunity, 90(1), e0063921. https://doi.org/10.1128/IAI.00639-21
Erhorn-Kluttig, Heike y Erhorn, Hans. (2014). School of the Future – Towards Zero Emission with High Performance Indoor Environment. Energy Procedia. 48. 1468-1473. 10.1016/j.egypro.2014.02.166. https://n9.cl/kqusgr
Espinoza, K., Martínez-Scott, S. y Egido, L.T. (2023). Being inclusive in an exclusionary context: a case study in the rural classroom. Revista de Investigación en Educación, 21(3), 531-545. https://doi.org/10.35869/reined.v21i3.4986
Garrote Jurado, Ramón y Pettersson, Tomas y Zwierewicz, Marlene. (2023). STUDENTS' ATTITUDES TO THE USE OF ARTIFICIAL INTELLIGENCE. 514-519. 10.21125/iceri.2023.0191.
Haines, K. J. et al. (2022) Patient and caregiver-derived health service improvements for better critical care recovery. Critical Care Medicine, 50(12), pp. 1778-1787. 10.1097/CCM.0000000000005681
Jakubovic, E, y Memisevic, H. (2024). Confirmatory factor analysis of the Teacher Efficacy for Inclusive Practices scale: A study of teachers in Bosnia and Herzegovina. Journal of Research in Special Educatinal Needs. https://doi.org/10.1111/1471-3802.12693
Kamran, Farrukh y Kanwal, Ayesha y Afzal, Dr y Rafiq, Shahid. (2023). Impact of Interactive Teaching Methods on Students Learning Outcomes at University level. 7. 86-102. https://n9.cl/urmf3t
Kats, N.; Rubtsova, A. y Bylieva, D. (2024). Structural Analysis of Pedagogic Mediation in a Foreign Language Classroom. Educ. Sci., 14, 405. https://doi.org/10.3390/educsci14040405
Kim HC, Kaplan CM, Islam S, Anderson AS, Piper ME, Bradford DE, Curtin JJ, DeYoung KA, Smith JF, Fox AS, Shackman AJ (2023). Acute nicotine abstinence amplifies subjective withdrawal symptoms and threat-evoked fear and anxiety, but not extended amygdala reactivity. PLoS One. 18(7): e0288544
Korsgaard, M. T., Larsen, V. y Wiberg, M. (2018). Thinking and researching inclusive education without a banister – visiting, listening and tact as a foundation for collective research on inclusive education. International Journal of Inclusive Education, 24(5), 496–512. https://doi.org/10.1080/13603116.2018.1469680
Letzel-Alt, V, Pozas, M y Schwab, S. (2023). The effects of differentiated instruction on teachers’ stress and job satisfaction. Teaching and Teacher Education. 122. 10.1016/j.tate.2022.103962.
Loreman, T. (2017). Pedagogy for Inclusive Education. In Oxford research encyclopedia of education. https://doi.org/10.1093/acrefore/9780190264093.013.148
Lutz, Katrina; Bever, Lily; Sommer, Christian; Seehaus, Thorsten; Humbert, Angelika; Scheinert, Mirko; Braun, Matthias Holger (2024): In situ supraglacial lake depth measurements using remote controlled sonar boat in Northeast Greenland, July 2022 [dataset]. PANGAEA, https://doi.org/10.1594/PANGAEA.971782
Malone, B., Urakova, N., Snijder, E. J., y Campbell, E. A. (2022). Structures and functions of coronavirus replication-transcription complexes and their relevance for SARS-CoV-2 drug design. Nature reviews. Molecular cell biology, 23(1), 21–39. https://doi.org/10.1038/s41580-021-00432-z
Martínez, L. et al. (2023). Video Games and Board Games: Effects of Playing Practice on Cognition. PLOS ONE, 18, e0283654. https://doi.org/10.1371/journal.pone.0283654
Mejías-Vindas., M. (2019). Prácticas inclusivas en la mediación pedagógica. Revista Pensamiento Actual, 19(33), 79-89. https://doi.org/10.15517/pa.v19i33.39564
Mendonça, F. L., Silva, D. S., Barbosa-Andrade, F. S., y Silva, D. N. (2020). Mediation in the Classroom in the Construction of Knowledge in Inclusive Schools. Psicologia Escolar e Educacional, 24, e193222. https://doi.org/10.1590/2175-35392020193222
Moscato, M. y Pedone, F. (2024). Enhancing inclusive teaching. A teacher professional development research grounded in UDL principles. Pedagogical Perspective, 110–125. https://doi.org/10.29329/pedper.2024.37
Mura, A., Zurru, A. L. y Tatulli, I. (2019). Theoretical and Methodological Elements of an Inclusive Approach to Education. Education Sciences & Society, 10(2). https://n9.cl/qnbs4
Ndlovu, B. (2022). Teachers’ experiences of indigenous games in the early grades. South African Journal of Childhood Education. 12. 10.4102/sajce.v12i1.931. https://n9.cl/jvns4
Núñez-Román, F., Gómez, A., y Hunt-Gómez, C. (2023). Gender-Inclusive Textisms: How Spanish-speaking educational communities promote linguistic innovations on twitter. Linguistics and Education. 76. 101191. 10.1016/j.linged.2023.101191. https://n9.cl/u9tc5
Pagano, U. (2024) Towards Inclusive Education: The Evaluation Challenge. Science y Philosophy, 12(1), 168-188. http://dx.doi.org/10.23756/sp.v12i1.1599
Pérez-Jorge, D., Martínez-Murciano, M. C., Contreras-Madrid, A. I., y Alonso-Rodríguez, I. (2024). The Relationship between Gamified Physical Exercise and Mental Health in Adolescence: An Example of Open Innovation in Gamified Learning. Healthcare, 12(2), 124. https://doi.org/10.3390/healthcare12020124
Rasmitadila, R., Rusmiati, R.,Gunadi, G., Sutisnawati, A y Febriantina, S. (2023). Perceptions of elementary school teachers towards the implementation of the independent curriculum during the COVID-19 pandemic. Journal of Education and e-Learning Research. 10.20448/jeelr.v10i2.4490.
Richardson, E., Nagata, S., Hall, C. y Akimoto, S. (2023). A Proposition for Cultural Praxis in Critical Disability Studies: A Methodological Design for Inclusive Research. Quest, 75(4), 344–360. https://doi.org/10.1080/00336297.2023.2188600
Saengpun, J. y Inprasitha, M. (2012). Development of a Child’s Semiotic Activity with the Help of Psychological Tools: A Vygotsky’s Cultural-Historical Perspective. Psychology, 3(5), 424-427. http://dx.doi.org/10.4236/psych.2012.35060
Sanceverino, A. R. (2016). Pedagogical mediation in youth and adult education: existential needs and the dialogue as a foundation of education practice. Revista Brasileira de Educação, 21(65), 455-475. http://dx.doi.org/10.1590/S1413-24782016216524
Stranghöner, N y Abraham, C (2022) Tension and interaction resistance of austenitic and duplex stainless steel bolts. Journal of Constructional Steel Research. 198. https://doi.org/10.1016/j.jcsr.2022.107536
Tarjiah, I., Supena, A., Pujiastuti, S y Mulyawati, Yuli. (2023). Increasing the reading ability of a student with dyslexia in elementary school: an explanatory case study by using family support, remedial teaching, and multisensory method. Frontiers in Education. 8. 10.3389/feduc.2023.1022580.
UNESCO (2016a). Educación 2030. Declaración de Incheon y Marco de Acción para la realización del Objetivo de Desarrollo sostenible 4. París: UNESCO https://n9.cl/v6fyj
UNESCO (2016b). Training Tools for Curriculum Development. Reaching out to all learners: A Resource Pack for Supporting Inclusive Education. Geneva: International Bureau of Education. https://n9.cl/erg9m
Vygotsky, L. S. (1987). Thinking and Speech - The Collected Works Of L. S. Vygotsky (Vol I: Problems Of General Psychology). New York: Plenun Press. https://n9.cl/saxzo
Zhang, Z., Wang, L., Xin, W. y Liu, C. (2024). Profiles of Teaching Assistants’ Role Performance in Chinese Elementary Schools: A Person-Centred Approach. International Journal of Disability, Development and Education, 1-18. http://dx.doi.org/10.1080/1034912X.2024.2355623