Educación inclusiva: un umbral para la innovación curricular desde los saberes pedagógicos docentes

The article is the product of doctoral research: “Pedagogical knowledge and inclusive curricular innovation in the department of Tolima, Colombia.” The problem lies in the tension between the current regulations on inclusive education and the actual conditions under which teachers carry out their pedagogical practice. It is a documentary study of theoretical development and bibliographic design, using secondary sources related to inclusive education, curricular innovation, and pedagogical knowledge, as well as national and international regulations on the provision of services for students with special educational needs. The main findings indicate that educational inclusion has driven changes in teaching practice, including the adoption of more flexible curricula, innovative and differentiated teaching strategies, and an expanded conception of the teacher’s role in addressing diversity in the school. Pedagogical knowledge is conceived as an essential starting point for reinterpreting teaching processes and responding to the demands of inclusion. It is concluded that, although there are advances in training and support, institutional and support gaps persist that limit the consolidation of inclusive practices, and therefore it is necessary to strengthen technical development, collective reflection, and pedagogical innovation projects.