Estrategias Innovadoras para la Inclusión: Diseño Universal para el Aprendizaje y Aprendizaje Basado en Proyectos en Ecuador

Carlos Alfonso Santillan De La Torre, Héctor Mauricio Sánchez Campuzano, Natalia Silvana Aguirre Paucarima, Madelaine Del Carmen Martillo Cedeño

Resumen


Este artículo explora la aplicación del Diseño Universal para el Aprendizaje (DUA) y el Aprendizaje Basado en Proyectos (ABP) en Ecuador, evaluando su impacto en la inclusión educativa y el desarrollo de competencias clave. Mediante un enfoque cualitativo que incluyó entrevistas a docentes, observación en aula y análisis documental en varias instituciones, se encontró que el DUA facilita la adaptación de materiales y métodos de enseñanza, permitiendo una mayor participación de estudiantes con discapacidades o dificultades de aprendizaje. Este enfoque contribuye a mejorar la accesibilidad en entornos de recursos limitados, especialmente en zonas rurales. El ABP, por otro lado, fomenta un aprendizaje activo al conectar los contenidos académicos con problemáticas reales, promoviendo habilidades como la colaboración, el pensamiento crítico y la resolución de problemas. Los docentes, sin embargo, señalaron la necesidad de mayor formación y recursos para aplicar estas metodologías de manera efectiva. La combinación de DUA y ABP crea un entorno inclusivo que permite una participación equitativa y experiencias de aprendizaje significativas. Aunque se observaron beneficios importantes, persisten desafíos en la infraestructura tecnológica y el currículo actual, que limitan la implementación plena. La adopción de estas metodologías, respaldada por políticas educativas, podría transformar la educación ecuatoriana, promoviendo inclusión y aprendizaje contextualizado.


Palabras clave


Diseño Universal para el Aprendizaje; Aprendizaje Basado en Proyectos; Inclusión Educativa; Ecuador; Metodologías Activas.

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Referencias


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DOI: https://doi.org/10.23857/pc.v9i10.8245

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