The school that moves towards inclusive learning encounters

La escuela que transita hacia encuentros de aprendizaje incluyentes

This article presents the conceptions of pedagogical practices, from the framework of the DUA, developed by the teachers of the Simón Bolívar educational institution, in Samaniego (Nariño). It is qualitative research, with a hermeneutic method, which allows to recognize meanings from the interpretation. It was carried out with the participation of 10 teachers from the primary and high school levels, from the IE Simón Bolívar, in Samaniego (Nariño). The information was collected virtually, complying with the biosafety regulations adopted during the confinement associated with Covid-19. The interview, the semi-structured survey, and the review of learning guides (managed in the educational institution from the home school modality) were used. Among the results, it can be highlighted that teachers develop and promote pedagogical practices from the DUA framework. However, these are developed as unarticulated activities, making this an unintended process. Finally, we reflect on the school we want, rethinking, transforming and articulating the teaching-learning process from diversity, towards education for all. One of the conclusions leads to working towards the comprehensive development of students, which requires teachers committed to constant training, which allows them to keep up with the evolution of societies. Moving towards spaces that promote education for all requires intentional, thoughtful and conscious pedagogical practices. Articulating the UDL framework to these practices is a strategy that allows work in the classroom to be enhanced.