This research describes the process that is performed to carry out curriculum adaptations in the mathematics course for students who showed some type of temporary special education need. The existing coordination between mathematics and special needs’ teachers, as promoter action of the curricular adaptations, has been considered. The methodology used relates to qualitative with a phenomenological approach, and the main data collection technique was the semi-structured interview. In this study, ten teachers of two educational institutions featuring an integration program participated. The main findings show that faculty and responsible staff of the School Integration Program comply with the regulations and requirements of the Decree # 170  in relation to curricular adaptations, but such compliance is subject to informality in the articulation and planning due to lack of time and resources available. Therefore, it is concluded that there is a constant need for curriculum adaptations since these are a mechanism which allows the individualization of education, improving quality of life and special education in Chile

Se propuso el objetivo: develar analíticamente los factores que obstaculizan y facilitan las prácticas de enseñanza de profesores interculturales y tradicionales en escuelas situadas en contextos interculturales en la precordillera de la Araucanía. Se planteó un diseño cualitativo. Los resultados develan prácticas de enseñanza focalizadas en las clases expositivas. Asimismo, se evidencia ausencia de articulación pedagógica y de prácticas reflexivas, lo cual dificulta los procesos de enseñanza-aprendizaje.

No abstract

The current era, characterized by postmodernism, puts a strain on the true meaning of higher education, specifically in relation to health, which has been guided by logics binding the technical, reflective and critical rationality of those who train professionals. One of the core concepts of this contemporary debate is the imposition of technical-instrumental rationality as the only paradigm of knowledge. This imposition eclipses the epistemological foundation of educational work and the teleological problems of every teaching act (1). Actually, in the words of Heidegger, insofar as man technically constructs the world as an object, the path to the open is voluntarily and completely obstructed. (2, p218). In this context, it is possible to observe the technical-instrumental rationality of knowledge, which constitutes one of the cognitive interests that underlies all human practices and, specifically, the teaching methods in health.

CARTAS AL EDITOR psicológicos a esta población. También es importante brindar apoyo psicológico a las mujeres diagnosticadas con cáncer de mama.