Between territories: implementation of a social remuneration project in three preschool services to promote school coexistence and inclusion

Abstract

Postgraduate students benefiting from the CONAHCyT National Scholarships make a commitment to carry out a social retribution project to share their knowledge acquired through academic or scientific activities according to their training. This article shows the project created by students of the PHD in Education from the University of Guadalajara in which they implemented a didactic sequence with students from three preschool education services (general, indigenous and community) with the aim of contributing to the educational practice on school coexistence and inclusion. Our methodological approach was qualitative, using action research to understand the different educational realities faced. We also carried out participant observation in the schools during the rest of the day. The corpus generated was compiled in a field diary and examined under qualitative analysis. The results show the disparities of preschools in the three territories with respect to their contexts, material conditions, human resources, multi-grade environments, and teacher training. Likewise, they show that children's actions reflect the teachers' previous work on the aforementioned topics. We conclude by emphasizing that the project sought not only to offer momentary help, but rather to promote long-term change in education.