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RESUMENPara que una sociedad evolucionada se construya como inclusiva es imprescindible reconocer, desde la escuela, la diversidad como un aspecto positivo que enriquece los procesos de enseñanza y aprendizaje; y garantizar la igualdad de oportunidades mediante la construcción de entornos seguros, democráticos y equitativos. Para ello, es primordial asegurar actitudes positivas hacia la inclusión entre los profesores. Se presenta una investigación cuyo principal objetivo fue conocer la percepción de docentes de Educación Primaria acerca de la educación inclusiva, así como las estrategias desarrolladas con el fin de favorecerla. Se utilizó una metodología de tipo cuantitativo, no experimental y transversal. Se encuestó a un total de cincuenta y cinco docentes de cinco centros educativos de titularidad pública y concertada de la Región de Murcia (España). Los resultados obtenidos mostraron actitudes positivas hacia la educación inclusiva, si bien los docentes consideraron que su formación inicial era insuficiente para trabajar de manera efectiva la diversidad en las aulas, al igual que los recursos de los que disponen. ABSTRACTFor an evolved society to be built as inclusive, it is essential to recognize diversity from school as a positive aspect that enriches teaching and learning processes and guarantees equal opportunities through the construction of safe, democratic and equitable environments. In order to achieve this, it is essential to ensure positive attitudes towards inclusion among teachers. Aresearch is presented in which the main objective was to know the perception of Primary Education teachers regardinginclusive education, as well as the strategies developed in order to favor it. A quantitative, non-experimental and transverse/cross-sectional methodology was used. A total of fifty-five teachers from five publicly-owned and subsidized schools in the Region of Murcia (Spain) were surveyed. The results demonstrated positive attitudes towards inclusive education, although teachers considered that their initial training was insufficient to effectively work with diversity in the classroom, as well as the resources available to them. RESUMO Para que uma sociedade evoluída se construa como inclusiva, é imprescindível reconhecer, desde a escola, a diversidade como um aspecto positivo que enriquece os processos de ensino e aprendizagem, assegurando, assim, a igualdade de oportunidades através da construção de ambientes seguros, democráticos e equitativos. Para isso, é essencial garantir, entre os professores, atitudes positivas em relação à inclusão. Essa pesquisa tem como objetivo conhecer a percepção dos professores do ensino fundamental sobre a educação inclusiva, assim como as estratégias desenvolvidas para favorecê-la. Foi utilizada uma metodologia de tipo quantitativa, não experimental e transversal. Cinquenta e cinco professores de cinco instituições educativas públicas da região de Murcia (Espanha) foram entrevistados. Os resultados obtidos mostraram atitudes positivas em relação à educação inclusiva, emb...

This paper presents the results of the analysis of the personal learning environments (PLE) used individually and in groups by fifth grade primary education students. The main objective was to determine if the use of mobile technologies in the students’ PLEs encouraged their school integration and learning in intercultural communities. For this, a content analysis of the students’ responses to an ad hoc interview was carried out, with a content validity index of 0.89. The students represented their answers using 41 concept maps in the individual tasks and 5 in the group tasks, which were analyzed with the Nvivo software in its latest version. The results show the categorization of the students’ responses in three dimensions: read, make/reflection and relationship. Among the main conclusions, it was obtained that, in both types of tasks, the strategies and tools that fostered intercultural relationships, intercultural education and communication between the students, and therefore school integration, are mostly linked to the use of mobile technologies applications, such as Wikipedia, the internet, Word, PowerPoint, social networks and YouTube, although it is essential to develop more studies to have more data to understand the phenomenon in depth.

This paper has as main objective to highlight the potential use of neural networks, selforganized maps type (SOM), as a clarifying tool in the treatment, analysis and visualization of scientometric data, specifically, in the case of the analysis of the Spanish doctoral theses in teaching Social Sciences, indexed in TESEO (Spanish national database of dissertations), and defended between 1976 and 2014. A census of 301 doctoral theses has been recovered, analyzed according to autonomous communities (Andalusia and Catalonia), five-year term groups, thematic categories and educational stages. In Andalusia, the production is highest in the five-year period 1986-1990 and 2001-2005. In Catalonia, the most productive five-year periods were 1991-1995, 1996-2000, 2001-2005 and 2006-2010. More agreement is needed in the nomenclature of the teaching Social Sciences area, as well as an update in the operation of the TESEO database. As a general conclusion, it can be inferred that the resulting SOM allow to update the understanding of the state of the art in the area based on the various variables considered. The potentiality of SOM as an exploratory approximation of multivariate data becomes evident. Keywords ResumenEl presente artículo tiene el objetivo de poner en valor el potencial del uso de redes neuronales del tipo mapas auto-organizados (SOM) como herramienta clarificadora en el tratamiento, análisis y visualización de datos cienciométricos, concretamente, en el caso del análisis de las tesis doctorales españolas en Didáctica de las Ciencias Sociales, indexadas en la base nacional española de tesis doctorales TESEO, defendidas entre 1976 y 2014. Se ha recuperado un censo de 301 tesis doctorales, clasificadas según las variables: comunidades autónomas (Andalucía y Cataluña), quinquenios de producción, categorías temáticas y etapas educativas. En Andalucía la producción es más alta en los quinquenios 1986-1990 y 2001-2005. En Cataluña, los quinquenios más productivos fueron 1991-1995, 1996-2000, 2001-2005 y 2006-2010. Como conclusión general se infiere que los SOM resultantes permiten actualizar la comprensión sobre el estado de la cuestión en la disciplina, en base a las diversas variables consideradas, que como "metáforas visuales" ayudan a revelar patrones ocultos en los datos. La potencialidad de los SOM como aproximación exploratoria de datos multivariados se hace manifiesta.