Inclusion and collaborative work: systematization of an experience in an early education institution

Abstract

This article stems from research conducted in an early education institution as part of the Master's program in Management and Educational Leadership at the University Central de Chile. At the core of this narrative (Gil, 1997) lies my journey as an educator and director, focusing on the relevance of dimensions in an inclusive development plan. An investigation and intervention were carried out to review pedagogical processes with an inclusive approach, presenting theoretical background supporting the research. The goal was to create improvement actions, especially at the community level, with the active participation of teachers, children, and families. The methodology is qualitative, involving document review and interviews. Conclusions and recommendations are presented, with the hope that this intervention contributes to the development of an inclusive culture, bringing about necessary changes to strengthen the sense of belonging for all stakeholders.