Children's stories as a pedagogical resource in the classroom to promote social inclusion in primary school

Abstract

This article shows the importance of having different strategies when teaching classes, highlighting the use of inclusive literary creations to promote awareness and therefore social inclusion; This arises from qualitative research which aims to analyze how literary creations strengthen pedagogical processes in the classroom in 5 primary school teachers. In the first instance, the concept of inclusive education is addressed, the various theories of the study, the population is described and the experiences of the participants are presented. In order to show how through the inclusive story you can diversify teaching in the classroom, thereby promoting awareness. The analysis that was reached is that the use of inclusive stories created directly by the actors themselves improves the teaching processes in the school, thereby strengthening the formation of children with a greater sense of humanity.