View in EDS

Procesos de inclusión escolar en la ruralidad colombiana: una revisión sistemática de la literatura.

Saved in:
Bibliographic Details
Title: Procesos de inclusión escolar en la ruralidad colombiana: una revisión sistemática de la literatura.
Alternate Title: School Inclusion Processes in Colombian Rurality: A Systematic Review of the Literature.
Authors: Domínguez-Delgado, Ivonne-Valeria1 valeria11956@gmail.com
Source: Revista Panamericana de Pedagogía: Saberes y Quehaceres del Pedagogo. jul-dic2025, Issue 40, p1-13. 13p.
Subject Terms: *CONTEXTUAL learning, *INCLUSIVE education, *RURAL schools, *MANUFACTURING processes, *RURALITY
Abstract (English): This article corresponds to a systematic review developed under the guidelines of the PRISMA declaration, whose objective was to analyze the research production related to the processes of school inclusion in rural areas of Colombia, within the framework of Decree 1421 of 2017, a regulation that regulates inclusive education in the country. To this end, a documentary search was carried out in four databases, prioritizing articles published in the last five years and with open access, specifically focused on inclusion and rurality. In total, 212 records were identified; After the process of filtering and application of inclusion criteria, 9 relevant studies were selected for analysis. The results show common problems such as ignorance of current regulations, lack of preparation of teaching staff and contextual barriers typical of rurality, which limit the effective implementation of inclusive educational practices. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): El presente artículo corresponde a una revisión sistemática desarrollada bajo los lineamientos de la declaración PRISMA, cuyo objetivo fue analizar la producción investigativa relacionada con los procesos de inclusión escolar en zonas rurales de Colombia, en el marco del Decreto 1421 de 2017, normativa que regula la educación inclusiva en el país. Para ello, se realizó una búsqueda documental en cuatro bases de datos, priorizando artículos publicados en los últimos cinco años y con acceso libre, específicamente centrados en inclusión y ruralidad. En total se identificaron 212 registros; tras el proceso de depuración y aplicación de criterios de inclusión, se seleccionaron 9 estudios pertinentes para el análisis. Los resultados evidencian problemáticas comunes como el desconocimiento de la normativa vigente, la falta de preparación del personal docente y las barreras contextuales propias de la ruralidad, las cuales limitan la implementación efectiva de prácticas educativas inclusivas. [ABSTRACT FROM AUTHOR]
Database: Academic Search Index
Description
Abstract:This article corresponds to a systematic review developed under the guidelines of the PRISMA declaration, whose objective was to analyze the research production related to the processes of school inclusion in rural areas of Colombia, within the framework of Decree 1421 of 2017, a regulation that regulates inclusive education in the country. To this end, a documentary search was carried out in four databases, prioritizing articles published in the last five years and with open access, specifically focused on inclusion and rurality. In total, 212 records were identified; After the process of filtering and application of inclusion criteria, 9 relevant studies were selected for analysis. The results show common problems such as ignorance of current regulations, lack of preparation of teaching staff and contextual barriers typical of rurality, which limit the effective implementation of inclusive educational practices. [ABSTRACT FROM AUTHOR]
ISSN:16650557
DOI:10.21555/rpp.3391