Pedagogical practices of university teaching staff and their relationship with inclusive education

Abstract

This research has inquired about the pedagogical practices of university teaching staff and their relationship with inclusive education. This is a qualitative research with a phenomenological approach where focus groups of students and teachers from the University of the Autonomous Regions of the Nicaraguan Caribbean Coast - Bluefields University Campus were established. The main results show the contextualized definitions of the categories of inclusive education and inclusive pedagogical practices that teachers manifest in the effective exercise of university teaching, likewise, the experiences of students are expressed in relation to their learning process. It is concluded that inclusive pedagogical practice is the transmission of personal experiences in their family and social life for the understanding of the difficulties and problems of the students that facilitates the construction of experiences and joint learning alternatives through reflection on daily life, the respect and recognition to the different peoples.