METODOLOGÍAS DOCENTES Y COMPETENCIA COMUNICATIVA EN CONTEXTOS DE EXCLUSIÓN: UN ACERCAMIENTO A LAS CREENCIAS DEL PROFESORADO DE SECUNDARIA.

One of the 2030 Sustainable Development Goals is to ensure inclusive and equitable quality education that promotes lifelong learning opportunities for all citizens. In this context, promoting communicative competence is crucial. It enables individuals not only to understand oral and written texts in the school environment but also to function effectively in society and in interpersonal relationships. Improving the communicative ability of students is particularly important in contexts of social exclusion, where it is crucial to provide comprehensive education based on principles of quality and equity. This paper examines the adherence of Secondary Education teachers to principles and practices related to classroom methodology in environments where there is a risk of social exclusion, with special attention to the development of communication skills. To conduct the study, 407 teachers completed a 60-question questionnaire. The results provide insight into the participating teachers' perceptions of communication skills in contexts of exclusion. These findings have implications for the organizational model of schools and the training of teachers, both pre-service and in-service. [ABSTRACT FROM AUTHOR]