期刊名称：International Journal of Early Childhood Special Education
电子版ISSN：1308-5581
出版年度：2022
卷号：14
期号：5
页码：3743-3750
DOI：10.9756/INTJECSE/V14I5.420
语种：English
出版社：International Journal of Early Childhood Special Education
摘要：This article presents the research results on the relationship between territorial context and secondary school teachers' academic practices in Bogotá. The methodology consisted of designing and applying a Likert-type questionnaire, and the subsequent analysis implies categories associated with the idea of territory. The results show that the teachers establish connections between the legal, political, cultural, and social fields, recognizing the lived territory.Teaching practices acknowledge the context of the institutional actors, even when there is a low dynamization of the relationship with the families of the territory and the institutions that make it up.
