La formación docente como medida de protección para las infancias más vulneradasun estudio de caso

Abstract

The school, to be recognized as a social resource, must welcome all the people who make up itscommunity. Thus, a more inclusive education requires an active and positive relationship between all the actors involved in the daily life of the school, a relationship that is undoubtedly complex. This study analyzesteacher training and its relationship with the well-being of primary school students, as well as the effect ofschool segregation on their socioemotional development. The methodology used was qualitative. The sampleof this study was intentional and non-probabilistic. Twenty-five primary education professionals with differentprofessional profiles (management staff, tutoring teachers, educational support teachers, etc.) and a total of 144children in 3rd and 4th grades of primary school from different cultural backgrounds (e.g. Bolivia and Nigeria)from 3 public schools of compulsory primary education characterized by school segregation and ethno-cultural diversity participated in the study. Participant observation, individual interviews and focus groups wereused for data collection. The conclusions show that, despite the fact that emotions are essential in pedagogicalrelationships, teacher training continues to be dominated by content oriented to maximizing academic results,leaving pedagogical relationships in the teaching-learning process in the background. Finally, it is concludedthat both initial and continuous training focused on emotions are essential to guarantee an education that trulyincludes all children