Education for all: It is a right in Cuba for the educative inclusión of the rural primary school

Abstract

Educative inclusion is a concept which has gained popularity in the last few years in Cuba and in other countries, for this reason it requires systematic attention, departing from its regularities and tendencies which allow being in cope with the up-dated pedagogical trends, without disregarding its potentialities in dealing with diversity. These reasons allow understanding the need that teachers –to-be have to receive from the curricula, pedagogical, psychological and didactic contents that support their professional development and at the same time, the tools for giving attention to inclusion and diversity as a demand of education for all in the world and in Cuba. Today, it is not possible to refer to educational development, if special educative needs and motivation are not treated from an adequate education and instruction as pedagogical categories. For this reason, the objective of this research is: to support the importance of inclusion in the educative system for the training of the elementary teacher, which has particular importance in the rural context. Two rural municipalities from the province of Santiago de Cuba were visited and this allowed revealing certain limitations in the professional performance of the rural or mountainous elementary teachers and at the same time, to reveal the complexities of the didactics of this type of education. These regularities favored to design upgrading courses in the Didactics of multigrades in both territories which may offer useful and contextualized contents under the basis of scientific development that help to provide better attention to the educative process and to achieve better results in the learners.