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espanolEste articulo tiene como proposito explorar las practicas de veinticinco docentes de Educacion Primaria que desarrollan una pedagogia inclusiva. En concreto, tratamos de responder a tres preguntas de investigacion: 1) ?Cuales son los elementos didactico-organizativos y las estrategias metodologicas y afectivas que pone en practica un docente inclusivo? 2) ?Cuales son los roles del profesorado y del alumnado? 3) ?Cuales son los sistemas de evaluacion y autoevaluacion que emplea? La metodologia ha sido cualitativa, con un diseno multicaso. La informacion ha sido recogida mediante una entrevista semi-estructurada y analizada con un sistema de categorias y codigos inductivo. Los resultados estan organizados en tres temas: estrategias metodologicas y afectivas y otros elementos didacticosorganizativos; roles del profesorado y de los estudiantes; evaluacion y autoevaluacion. Entre los principales hallazgos cabe resaltar que los participantes emplean estrategias metodologicas variadas, activas y afectivas, el docente desempena el rol de acompanante y el alumnado de protagonista, y realizan evaluacion y autoevaluacion autenticas. Las conclusiones dejan ver que estas acciones son oportunidades para continuar investigando sobre otras que den sentido a los procesos educativos EnglishThe purpose of this article is to explore the practices of twenty-five primary school teachers who develop inclusive pedagogy. Specifically, we try to answer three research questions: 1) What are the didactic-organizational elements and the methodological and affective strategies that an inclusive teacher puts into practice? 2) What are the roles of teachers and students? 3) What are the evaluation and selfevaluation systems used? The methodology has been qualitative, with a multicaso design. The information has been collected through a semi-structured interview and analyzed with a system of categories and inductive codes. The results are organised into three themes: methodological and affective strategies and other didactic-organisational elements; roles of teachers and students; evaluation and selfevaluation. Among the main findings it is worth highlighting that the participants use varied, active and affective methodological strategies, the teacher plays the role of accompanist and the student body of protagonistand carry out authentic evaluation and selfevaluation. The conclusions show that these actions are opportunities to continue research on others that give meaning to educational processes.

Prácticas Docentes para una Pedagogía Inclusiva en Educación Primaria: Escuchando las voces del Profesorado