Educación y aprendizaje

Symphonies of inclusion for meaningful learning in non-conventional Latin American contexts

Lili Ariana López Ortiz

https://doi.org/10.15332/24224529.11311 · pp. 123-134

Palabras clave: inclusion, education in unconventional contexts, special educational needs, meaningful learning, rurality.

Resumen

This article aims to highlight inclusive teaching practices that transform teaching-learning processes in unconventional Latin American contexts, based on experiences developed at the Pasos de Inclusion Foundation in the Dominican Republic and at La Esperanza Departmental Educational Institution in Colombia. The relevance of this study lies in its contribution to the construction of alternative educational scenarios that promote participation and meaningful learning for children and young people in situations of social, cultural, or educational vulnerability. Methodologically, a qualitative approach with a multiple case study design was adopted, based on participant observation, semi-structured interviews, and documentary analysis. Playful, artistic, and sensory strategies were implemented, enabling the creation of enriched learning environments focused on respect for diversity, inclusion, and educational equity. The results show that the implementation of active methodologies in unconventional spaces—such as parks, cafes, gardens, and open classrooms—fosters the development of socio-emotional, communicative, and cognitive skills, while enhancing self-esteem, a sense of belonging, and the construction of citizenship among participants. It is concluded that educational inclusion in these settings requires an ethical, creative, and innovative commitment from teachers, as well as the articulation of community networks that support sustainability and social transformation through education. This proposal invites us to rethink the traditional school model and to open new horizons to guarantee the right to meaningful, inclusive, and high-quality education.

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