La Danza folclórica como estrategia pedagógica para la inclusión educativa
The purpose of this research is to design a pedagogical strategy based on folk dance that promotes the integral development of students with disabilities from eighth to eleventh grade at Miguel Antonio Caro Educational Institution in Funza, Cundinamarca. Inclusive education in Colombia, supported by...
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Universidad Antonio Nariño
2025
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| Online Access: | https://revistas.uan.edu.co/index.php/vozavos/article/view/2369 |
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| author | Aguirre Mendez, Luis Rodrigo |
| author_facet | Aguirre Mendez, Luis Rodrigo |
| author_sort | Aguirre Mendez, Luis Rodrigo |
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| description | The purpose of this research is to design a pedagogical strategy based on folk dance that promotes the integral development of students with disabilities from eighth to eleventh grade at Miguel Antonio Caro Educational Institution in Funza, Cundinamarca. Inclusive education in Colombia, supported by regulations such as the General Education Law 115 of 1994 and Decree 1421 of 2017, poses the challenge of ensuring meaningful learning and the full participation of all students in regular school environments. In this context, the institution has implemented folk dance as a pedagogical strategy that not only fosters the development of motor, cognitive, and socio-emotional skills.
The methodology adopted corresponds to the systematization of experiences under the qualitative paradigm, following the proposal of Jara (2001). For this purpose, techniques such as participant observation, interviews with teachers and students, and the analysis of institutional records and community workshops are employed. This approach allows for the reconstruction and analysis of the process that began in 2009, when the institution integrated students with disabilities into regular classrooms, encouraging active participation and coexistence.
Partial results show that folk dance has contributed to social inclusion, emotional development, and the strengthening of values such as respect, solidarity, and empathy among both students with disabilities and their peers. Thus, this research provides a practical and contextual contribution to inclusive education in Colombia, demonstrating that art, and particularly dance, can be a driving force for pedagogical and social transformation. |
| format | Digital |
| id | revistas.uan.edu.co-article-2369 |
| institution | Revista VOZ A VOS |
| language | spa |
| publishDate | 2025 |
| publisher | Universidad Antonio Nariño |
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| spelling | revistas.uan.edu.co-article-23692025-12-13T05:03:29Z Folk dance as a pedagogical strategy for educational inclusion. La Danza folclórica como estrategia pedagógica para la inclusión educativa Aguirre Mendez, Luis Rodrigo Inclusión Danza Estrategia Discapacidad Sistematización Inclusion Folk dance Disability Strategy Systematization The purpose of this research is to design a pedagogical strategy based on folk dance that promotes the integral development of students with disabilities from eighth to eleventh grade at Miguel Antonio Caro Educational Institution in Funza, Cundinamarca. Inclusive education in Colombia, supported by regulations such as the General Education Law 115 of 1994 and Decree 1421 of 2017, poses the challenge of ensuring meaningful learning and the full participation of all students in regular school environments. In this context, the institution has implemented folk dance as a pedagogical strategy that not only fosters the development of motor, cognitive, and socio-emotional skills. The methodology adopted corresponds to the systematization of experiences under the qualitative paradigm, following the proposal of Jara (2001). For this purpose, techniques such as participant observation, interviews with teachers and students, and the analysis of institutional records and community workshops are employed. This approach allows for the reconstruction and analysis of the process that began in 2009, when the institution integrated students with disabilities into regular classrooms, encouraging active participation and coexistence. Partial results show that folk dance has contributed to social inclusion, emotional development, and the strengthening of values such as respect, solidarity, and empathy among both students with disabilities and their peers. Thus, this research provides a practical and contextual contribution to inclusive education in Colombia, demonstrating that art, and particularly dance, can be a driving force for pedagogical and social transformation. La investigación tiene como propósito diseñar una estrategia pedagógica basada en la danza folclórica que favorezca el desarrollo integral de los estudiantes en condición de discapacidad de los grados octavo a undécimo de la Institución Educativa Departamental Miguel Antonio Caro de Funza, Cundinamarca. La educación inclusiva en Colombia, sustentada en normativas como la Ley General de Educación 115 de 1994 y el Decreto 1421 de 2017, plantea el reto de garantizar aprendizajes significativos y la plena participación de todos los estudiantes en entornos escolares comunes. Frente a este contexto, la institución ha implementado la danza folclórica como una estrategia pedagógica que promueve no s el desarrollo de habilidades motrices, cognitivas y socioemocionales. La metodología adoptada corresponde a la sistematización de experiencias bajo el paradigma cualitativo, siguiendo la propuesta de Jara (2001). Para ello, se emplean técnicas como la observación participante, entrevistas a docentes y estudiantes, y el análisis de registros institucionales y talleres comunitarios. Este enfoque permite reconstruir y analizar el proceso vivido desde el año 2009, cuando la institución integró estudiantes en condición de discapacidad a las aulas regulares, favoreciendo la participación y la convivencia. Los resultados parciales evidencian que la danza folclórica ha contribuido a la inclusión social, al desarrollo emocional y al fortalecimiento de valores como el respeto, la solidaridad y la empatía tanto en estudiantes con discapacidad como en sus compañeros regulares. Así, esta investigación ofrece un aporte práctico y contextualizado para la educación inclusiva en Colombia, mostrando que el arte, y en particular la danza, puede ser un motor de transformación pedagógica y social. Universidad Antonio Nariño 2025-12-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Reflexiones sobre las artes escénicas application/pdf https://revistas.uan.edu.co/index.php/vozavos/article/view/2369 The Voz a Vos Bulletin ; Vol. 10 No. 20 (2025): Art, biopedagogy and other paths to peace; 5 - 11 BOLETÍN VOZ A VOS; Vol. 10 Núm. 20 (2025): Arte, biopedagogía y otras rutas para la Paz; 5 - 11 10.54104/vozavos.v10n20 spa https://revistas.uan.edu.co/index.php/vozavos/article/view/2369/1756 https://creativecommons.org/licenses/by-nc-sa/4.0 |
| spellingShingle | Inclusión Danza Estrategia Discapacidad Sistematización Inclusion Folk dance Disability Strategy Systematization Aguirre Mendez, Luis Rodrigo La Danza folclórica como estrategia pedagógica para la inclusión educativa |
| title | La Danza folclórica como estrategia pedagógica para la inclusión educativa |
| title_alt | Folk dance as a pedagogical strategy for educational inclusion. |
| title_full | La Danza folclórica como estrategia pedagógica para la inclusión educativa |
| title_fullStr | La Danza folclórica como estrategia pedagógica para la inclusión educativa |
| title_full_unstemmed | La Danza folclórica como estrategia pedagógica para la inclusión educativa |
| title_short | La Danza folclórica como estrategia pedagógica para la inclusión educativa |
| title_sort | la danza folclorica como estrategia pedagogica para la inclusion educativa |
| topic | Inclusión Danza Estrategia Discapacidad Sistematización Inclusion Folk dance Disability Strategy Systematization |
| topic_facet | Inclusión Danza Estrategia Discapacidad Sistematización Inclusion Folk dance Disability Strategy Systematization |
| url | https://revistas.uan.edu.co/index.php/vozavos/article/view/2369 |
| work_keys_str_mv | AT aguirremendezluisrodrigo folkdanceasapedagogicalstrategyforeducationalinclusion AT aguirremendezluisrodrigo ladanzafolcloricacomoestrategiapedagogicaparalainclusioneducativa |
