Concepción metodológica con enfoque multidisciplinario para la inclusión socioeducativa en el siglo xxi Methodological conception with a multidisciplinary approach for socio-educational inclusion in the century XXI

Abstract

The study of social and educational inclusion is currently becoming an urgent need for the contemporary academic world. A topic of significant interest to address in this socio-educational environment, taking into account the comprehensive training of professionals. In this context, it was necessary to design a Methodological Conception with a multidisciplinary approach for socio-educational inclusion in the 21st century, for which an exploratory-descriptive methodology was used, with a non-experimental design, in order to achieve through theoretical methods such as: historical-logical, systematization, descriptive statistics and consultations with experts, an approximation to the reality of the study. The results and discussion contributed to the need to dynamize the processes of university management and improvement, in which inclusive communication and participation as empowerment of the actors who participate in the socio-educational context, played a significant role in the good practices visualized. In summary, the study demonstrated the challenges posed by socio-educational inclusion as a process for the transformation of educational settings in the 21st century. In this sense, the proposal of a Methodological Conception gives way out as a cultural identity, to strengthen the theoretical-practical tools, which from scientific thought, are assumed with co-responsibility and social commitment, and which, in turn, are based on criteria and principles methodologies that allow structuring, evaluating and systematizing ordered and coherent processes, that have a cumulative logical sequence and that result in a qualitative transformation of the situation from which they started