<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-9304</journal-id>
<journal-title><![CDATA[Cuadernos de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. Investig. Educ.]]></abbrev-journal-title>
<issn>1688-9304</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educación Universidad ORT Uruguay]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-93042024000201304</article-id>
<article-id pub-id-type="doi">10.18861/cied.2024.15.2.3807</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Dimensiones de la educación inclusiva en voz del estudiante de ciclos formativos: el papel del liderazgo inclusivo]]></article-title>
<article-title xml:lang="en"><![CDATA[Dimensions of inclusive education in the voice of the vocational education student: the role of inclusive leadership]]></article-title>
<article-title xml:lang="pt"><![CDATA[Dimensões da educação inclusiva na voz do aluno de formação profissional: o papel da liderança inclusiva]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gallego-Jiménez]]></surname>
<given-names><![CDATA[M. Gloria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Otero]]></surname>
<given-names><![CDATA[Luis Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez-Macías]]></surname>
<given-names><![CDATA[Inmaculada]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad CEU San Pablo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Sinaloa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Valladolid  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93042024000201304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93042024000201304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93042024000201304&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La inclusión en educación es el horizonte en el que se enmarca el sistema educativo español y con la que se pretende garantizar una educación de calidad para todos, atendiendo las características de los alumnos. Se realizó una investigación mixta con el objetivo de determinar las dimensiones a través de las cuales el alumnado de formación profesional construye el imaginario sobre la educación inclusiva. Se seleccionó una muestra de 1.070 alumnos, a través de un muestreo aleatorio simple, y se aplicó un cuestionario autoadministrado sobre la percepción de la educación inclusiva. Se realizó un análisis descriptivo de frecuencias con base en las dimensiones: educativa, axiológica, política, cultural y social. En esta última dimensión se detecta cómo los estudiantes perciben y experimentan el liderazgo inclusivo y diverso entre sus pares y cómo esto influye en su visión de la educación inclusiva en general. Asimismo, se abordó un análisis de medidas de tendencia central con base en las características sociodemográficas. Los resultados mostraron que las dimensiones social y política son las más referidas por la muestra. Asimismo, se comprobó que los alumnados que poseen un imaginario más completo sobre la educación inclusiva son: las mujeres, la muestra que cursa un ciclo formativo de grado superior, los que residen ámbito urbano, los de centros concertados y los que cursan un ciclo del área de artes]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Inclusive education is the overarching framework of the Spanish educational system, aiming to ensure quality education for all, considering the characteristics of students. A mixed investigation was conducted to determine the dimensions through which Vocational Education students construct their perception of inclusive education. A sample of 1,070 students was selected via simple random sampling, and a self-administered questionnaire on the perception of inclusive education was employed. Descriptive frequency analysis was conducted based on educational, axiological, political, cultural, and social dimensions. In this latter dimension, it was observed how students perceive and experience inclusive and diverse leadership among their peers and how this influences their overall vision of inclusive education. Additionally, an analysis of central tendency measures was pursued based on sociodemographic characteristics. The results indicated that the social and political dimensions were the most referenced by the sample. Furthermore, it was evidenced that students who possess a more comprehensive idea regarding inclusive education are women, those enrolled in higher-level vocational training programs, urban residents, attendees of privately run institutions, and those pursuing arts-related courses.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A inclusão em educação é o horizonte no qual o sistema educativo espanhol se enquadra. Com ela, pretende-se garantir uma educação de qualidade para todos, tendo em conta as características dos alunos. Uma pesquisa mista foi realizada com o fim de determinar as dimensões através das quais os alunos da Formação Profissional constroem o imaginário da educação inclusiva. Por meio de amostragem aleatória simples, foram selecionados (as) 1.070 alunos (as) para preencher um questionário autoadministrado sobre a percepção da educação inclusiva. Foi feita uma análise descritiva de frequências com base nas dimensões educacional, axiológica, política, cultural e social. Esta última dimensão detecta a forma como os alunos percebem e vivenciam a liderança inclusiva e diversificada entre os seus pares e como essas experiências influenciam a sua visão da educação inclusiva em geral. Também foi realizada uma análise de medidas de tendência central com base nas características sociodemográficas. Os resultados mostraram que as dimensões social e política são as mais referidas pela amostra. Verificou-se também que os alunos que têm o imaginário mais completo sobre a educação inclusiva são: as mulheres, a amostra que frequenta um ciclo de formação de nível superior, os que vivem em zonas urbanas, os que frequentam centros subsidiados pelo Estado e os que frequentam um ciclo na área das artes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[formación profesional]]></kwd>
<kwd lng="es"><![CDATA[encuesta]]></kwd>
<kwd lng="es"><![CDATA[liderazgo inclusivo]]></kwd>
<kwd lng="es"><![CDATA[liderazgo diverso]]></kwd>
<kwd lng="es"><![CDATA[dimensión política y social]]></kwd>
<kwd lng="en"><![CDATA[vocational training]]></kwd>
<kwd lng="en"><![CDATA[surveys]]></kwd>
<kwd lng="en"><![CDATA[inclusive leadership]]></kwd>
<kwd lng="en"><![CDATA[diverse leadership]]></kwd>
<kwd lng="en"><![CDATA[political and social dimension.]]></kwd>
<kwd lng="pt"><![CDATA[formação profissional]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa]]></kwd>
<kwd lng="pt"><![CDATA[liderança inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[liderança diversificada]]></kwd>
<kwd lng="pt"><![CDATA[dimensões política e social]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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