La unidad didáctica (integrada): documento programador para la innovación-indagación educativa(s) en/desde una perspectiva inclusiva. Un estudio de caso

Abstract

Through this work, we carry out a theoretical and procedural tour (researcher) of the need (to update and regenerate) the teaching programmer exercise, in its process of curricular contextualization, especially in compulsory secondary education (hereinafter, eso), as a experience carried out in a secondary school (as a single case study); all this, to respond to the demands of the teachers of said center, in addition to a progressive qualification of the educational processes to be carried out in said school. The research process, with a qualitative methodology, using the open and closed questionnaire as a base technique, and, above all, the discussion groups (based on six categories), has been carried out in two successive phases, going from the necessity of the general programmer exercise, to a more particular and integrating one –interdisciplinarity–. Through the conclusions and discussions, the transfer of said programming exercise to the teaching level has been evidenced, both in the improvement of teaching methods and in the improvement of the student’s school results, in general. Finally, and as a base model, a programming design has been established by didactic units for all the teachers of said center, without undermining its transfer to other centers and teachers in said zone or other educational zones. On the other hand, it is necessary to highlight the richness of this experience in all its fields, activating the need to investigate (from the action) all school actions and, in particular, those that have as their object the curricular design of the teaching processes.