El libro de textouna barrera para el desarrollo de la escuela inclusiva

Abstract

The textbook has been one of the instruments that has characterized education and that has helped keep it as a tight institution. Despite advancements in knowledge and information, which are rapidly evolving due to the demand from an ever-changing world, any mention of education automatically involves the discussion of textbooks. The aim of this study is to analyze the effects caused by the use of textbooks in the teaching and learning, as well as in the professional development of teachers; and it is intended to reflect on the difficulties that could arise that may hinder the development of inclusive education in school. For this purpose, an analysis of the practices of a group of primary school teachers from the same school has been conducted; from a qualitative methodological perspective, considering the usefulness they give to the textbook in the organization of their teaching and its consequences on the progress of students. The results indicate that an almost exclusive use of the material is not conducive to learning for all students and, consequently, limits their opportunities for participation and success. Likewise, a great influence of the manuals in the professional development of teachers was also detected. This influence is reinforced by the resulting socializing processes; marking a tendency to repeat the strategies of a school led by textbooks. The research also includes some recommendations that would be necessary to adopt in order to carry out more inclusive practices.