Conceptions that have prevailed in the pedagogical mediation and evaluation of learning that have given rise to educational exclusion

 

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Detalles Bibliográficos
Autores: Segura-Castillo, Mario Alberto, Quirós-Acuña, Maybel
Formato: artículo original
Estado:Versión publicada
Fecha de Publicación:2022
Descripción:The purpose of the following essay is to investigate the conceptions that have prevailed in the pedagogical mediation and evaluation of learning that have led to educational exclusion. In this aspect, the Universal Design for Learning is proposed as a high-impact and as an alternative to respond to the diversity of the student body.  It can be inferred that the teaching staff that takes into account the educational inclusion in the pedagogical mediation and evaluation of learning, have a fundamental role in valuing personal similarities and differences, through the exercise of freedom, the development of autonomy, self-knowledge, self-control of emotions, self-esteem, feelings and self-realization, respecting sociocultural, ethnic, religious diversity, among others.
País:Portal de Revistas UNED
Institución:Universidad Estatal a Distancia
Repositorio:Portal de Revistas UNED
Lenguaje:Español
OAI Identifier:oai:revistas.investiga.uned.ac.cr:article/3241
Acceso en línea:https://revistas.uned.ac.cr/index.php/revistacalidad/article/view/3241
Palabra clave:Pedagogical mediation
inclusive education
Universal Design for learning
Mediación pedagógica
educación inclusiva
Diseño Universal para el Aprendizaje