INCLUSION: UTOPIA OR REALITY IN PRIMARY BASIC EDUCATION FROM THE PERSPECTIVE OF RURAL INSTITUTIONS

Abstract

The purpose of this research is to analyze inclusion in primary basic education from the perspective of rural institutions. Theories from Amorós (2007), Chuquipiondo (2025), Creswell (2014), Flick (2018), Guba and Lincoln (1994), León (2025), Ortiz (2025), and Saldaña (2021), among others, were drawn upon. Methodologically, the study is situated within the post-positivist paradigm with a qualitative approach and a phenomenological method. Key informants will consist of principals and teachers from rural primary schools, selected through purposive sampling that prioritizes informational richness. In-depth interviews will be used for data collection, a technique ideally suited to exploring subjective experiences and obtaining detailed descriptions relevant to phenomenology. Coding, triangulation, and theorizing will be applied as combined techniques to ensure rigor and quality in data processing. As a result of the documentary and theoretical review conducted in the current phase, it was identified that authentic inclusion in rural areas requires the integration of local knowledge and traditions, as well as the active involvement of the educational community in cooperative and solidarity-based processes. As a preliminary consideration, it is proposed that educational inclusion in rural primary schools is a complex challenge demanding attention to multiple structural, pedagogical, and sociocultural factors — a finding to be deepened in subsequent empirical phases.