Educational inclusion or exclusion: the dichotomy of the Salvadorean educational system

Abstract

This research was conducted with the objective of reconstructing the dynamism in which the practice of teaching generates educational inclusion during the teaching-learning process in the classroom. In order to do so, a theoretical search was conducted which provided relevant data that establish that the Salvadorean educational system is not exempt from encouraging exclusive educational practices, and that these inhibit the start-up of educational inclusion. That contributed to establish the methodological proposal which had a qualitative nature and it was complemented by a quantitative instrument with the purpose to triangulate the experience of the participants. The participants included the following: an official from the National Board of Higher Education, a pedagogical technical assistant, a university professor, the principals of educational centers, teachers from the four basic courses, and students from the eleventh grade. The findings show that early education is characterized by the practice of a behavioral methodology because of the following reasons: the meaning that the teaching staff attributes to the teaching-learning process is mainly that of transmitting information; the inclusion and exclusion factors included the participation and the labels assigned to students; the inclusion experience focuses on the equitable participation opportunities, and because the communication in the teacher-student interaction contributes to encourage learning.