Entre la norma y la práctica pedagógica: Tensiones estructurales en la implementación de la educación inclusiva en un estudio de caso

Abstract

This study aims to analyze the tensions that emerge between Colombian regulations on inclusive education, institutional policies, and pedagogical practice, based on the case of a student with cognitive disability in a specific school context. Although inclusive education has progressively been established as a fundamental principle of educational systems—supported by a regulatory framework that promotes access, participation, and learning—its implementation in practice is not uniform. In this sense, gaps persist between what is established in policy and what actually occurs in the classroom. Based on this, the research is developed within a qualitative approach through a case study conducted in a private school located in Kennedy. It is framed within a critical interpretive paradigm. Through document analysis, classroom observation, and semi-structured interviews, misalignments are identified across the macro, meso, and micro levels of the educational system. Consequently, it is argued that inclusion is not limited to its normative dimension but requires coherence between educational policy, institutional dynamics, and pedagogical mediation.