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mai. 11, 2026
Resumo
La educación de calidad es un derecho humano fundamental reconocido internacionalmente. Sin embargo, las concepciones tradicionales que rodean la enseñanza de la física han dificultado la creación de aulas verdaderamente inclusivas para educadores y estudiantes. Esta revisión narrativa examina las principales prácticas reportadas en la literatura académica de los últimos treinta años orientadas a promover la inclusión en la enseñanza de la física. A partir del análisis de estudios empíricos y teóricos, se abordan las percepciones sobre la disciplina, las barreras que enfrentan docentes y estudiantes, y las estrategias pedagógicas asociadas al Diseño Universal para el Aprendizaje (DUA). Los hallazgos indican que, aunque la investigación sobre inclusión en física sigue siendo limitada, las prácticas basadas en el DUA, y aquellas que se adhieren a sus principios, ofrecen un marco sólido para diversificar las formas de participación, representación y expresión del estudiantado. Finalmente, se destaca la necesidad de fortalecer la formación docente y las políticas educativas que impulsen una enseñanza de la física más accesible y significativa para todos.
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