Prácticas docentes y cultura inclusiva para colectivos vulnerables de primarias en Sonora, México / Teaching practices and inclusive culture for vulnerable primary school groups in Sonora, Mexico / Práticas docentes e cultura inclusiva para grupos vulneráveis de primários em Sonora, México

Resumen (analítico) El objetivo de la investigación fue analizar las prácticas y cultura inclusiva de docentes en educación primaria para la atención de colectivos vulnerables en Hermosillo, Sonora, México. La metodología fue de corte cuantitativa no experimental y se aplicó el cuestionario Índice de inclusión a 124 profesores y profesoras. Los resultados obtenidos reportan que los tipos de vulnerabilidad más comunes en el aula corresponden a una situación económica baja, familia disfuncional y discapacidad. Se muestra una relación significativa bidireccional entre práctica y cultura inclusiva (.741) por lo que se requiere crear una comunidad colaborativa, implementar metodologías inclusivas y recursos de apoyo. El modelo estructural predice un 36 % la educación inclusiva de los colectivos vulnerables.

Abstract (analytical) The objective of this research was to analyze the practices and inclusive culture of primary school teachers who work with children from vulnerable population groups in Hermosillo, Sonora, Mexico. The methodology used was a non-experimental quantitative study. The Inclusion Index questionnaire was completed by 124 teachers. The results show that the most common types of vulnerability in the classroom correspond to poor economic situations, dysfunctional families and disabilities. There is a significant bidirectional relationship between teaching practices and inclusive culture (.741), which means that it is necessary to create a collaborative community, implement inclusive methodologies and support resources. The structural model predicts 36% inclusive education for students from vulnerable population groups.

Resumo (analítico) O objetivo da pesquisa foi analisar as práticas e cultura inclusiva de professores do ensino fundamental para a atenção de grupos vulneráveis em Hermosillo, Sonora, México. A metodologia foi de corte quantitativo não experimental e o questionário do Índice de Inclusão foi aplicado a 124 professores. Os resultados obtidos relatam que os tipos mais comuns de vulnerabilidade em sala de aula correspondem a uma baixa situação econômica, família disfuncional e incapacidade. Há uma relação bidirecional significativa entre a prática e a cultura inclusiva (.741); portanto, é necessário criar uma comunidade colaborativa, implementar metodologias inclusivas e recursos de apoio. O modelo estrutural prevê 36% de educação inclusiva para grupos vulneráveis.

[Psychosocial factors associated with domestic water consumption in a semidesert region]. / Factores psicosociales relacionados con el consumo doméstico de agua en una región semidesértica.

OBJECTIVE: To analyze psychosocial factors related with domestic water consumption in Hermosillo, Sonora, a semidesert region in northwestern Mexico. An intentionally selected sample of 198 people (79 men and 119 women) from a higher education institution was used to evaluate the theories of rational action and self-efficacy. MATERIAL AND METHODS: A scale with the psychosocial factors to be analyzed and Likert-type items was applied. RESULTS: The age mean was 35 years old. A positive moderate association was found between the diverse factors, particularly between intention-norm, beliefs-intention, beliefs-self-efficacy, attitude-intention, attitude-self-efficacy, and self-efficacy-intention. CONCLUSIONS: Despite the fact that the sample characteristics do not allow results to be generalized, the study shows the usefulness of the psychosocial factors that were analyzed and suggests the possibility of including them in educational programs that promote careful water use at home.

Factores psicosociales relacionados con el consumo doméstico de agua en una región semidesértica / Psychosocial factors associated with domestic water consumption in a semidesert region

OBJETIVO: Analizar los factores psicosociales que intervienen en el consumo doméstico del agua en Hermosillo, Sonora, región del noroeste de México caracterizada por ser semidesértica. Para ello se trabajó con una muestra seleccionada de forma intencional de 198 personas (79 hombres y 119 mujeres) de una institución de educación superior, con base en las teorías de la acción razonada y la autoeficacia. MATERIAL Y MÉTODOS: Se aplicó una escala que incluyó los factores psicosociales analizados, con opciones tipo Likert. RESULTADOS: La media de edad fue de 35 años. La relación entre los factores fue positiva y moderada, en particular entre intención-norma, creencias-intención, creencias-autoeficacia, actitud-intención, actitud-autoeficacia y autoeficacia-intención. CONCLUSIÓN: Si bien las características de la muestra no permiten generalizar resultados, el estudio muestra la utilidad de los factores psicosociales analizados y sugiere la posibilidad de incorporarlos en programas educativos para el cuidado del agua en el hogar.

OBJECTIVE: To analyze psychosocial factors related with domestic water consumption in Hermosillo, Sonora, a semidesert region in northwestern Mexico. An intentionally selected sample of 198 people (79 men and 119 women) from a higher education institution was used to evaluate the theories of rational action and self-efficacy. MATERIAL AND METHODS: A scale with the psychosocial factors to be analyzed and Likert-type items was applied. RESULTS: The age mean was 35 years old. A positive moderate association was found between the diverse factors, particularly between intention-norm, beliefs-intention, beliefs-self-efficacy, attitude-intention, attitude-self-efficacy, and self-efficacy-intention. CONCLUSIONS: Despite the fact that the sample characteristics do not allow results to be generalized, the study shows the usefulness of the psychosocial factors that were analyzed and suggests the possibility of including them in educational programs that promote careful water use at home.