LIV. EL RELATO COMO ESTRATEGIA PEDAGÓGICA, EN LOS PROCESOS DE INCLUSIÓN SOCIAL

Abstract

The present work aims to show that through the Story, inclusion can be worked from diversity
(LGTB, Ethnic groups, Afro-descendants, people with sensory and cognitive deficits,
physical disabilities, victims of the armed conflict) and improve the socio-emotional part of
fourth grade students of the José Celestino Mutis Educational Institution, Lorencita Villegas
campus in the Galán de Ibagué neighborhood, Tolima department, a purpose that has not
been easy to achieve, due to discrimination, bullying, lack of flexibility in curricula, little
state commitment, lack of specialized professionals in the area, adaptation of physical
infrastructure, resulting in school dropout. The objective of this work is to generate spaces
for Inclusion through the Story, which benefits the teaching-learning process for this
population, through training workshops for educators and parents, related to socio-emotional
skills. The results conclude that through the story the teaching-learning process is benefited,
facilitating the students to express their emotions without fear, to develop their critical
capacity, to be more argumentative when presenting their ideas, more communicative, to
work as a team, to learn by imitation and to be empathetic, tolerant, respectful, and selfreflective; Teachers, for their part, must always be willing to learn and unlearn, generating
empathy, trust, and respect for the student.