Cooperate to include in the educational context

Abstract

Socio-educational inclusion constitutes one of the pedagogical challenges of the 21st century. Assuming it in the context of the classroom requires, among other aspects, didactic resources that allow, from the organization of the teaching-learning process, to favor the participation, equal opportunities and equity of all students in an environment of cooperation. Therefore, it is necessary to have highly prepared primary teachers to face this challenge. The study carried out presents a methodological strategy aimed at preparing primary teachers for the use of cooperative learning as a method of socio-educational inclusion in the classroom context, since they have little perception of the magnitude of this process and the particularities of learning. cooperative, since it is difficult for them to use techniques and plan cooperative situations during class. The main changes, after the application of the proposal, lay in a greater understanding of the value of cooperative learning as a method for the process of socio-educational inclusion and the stimulation of socialization from the planning of cooperative learning situations.