Significant Communicative Ability The right to education as a universal fundamental human right from an inclusive teaching strategy

Abstract

This research found educational and social equality, educational innovation and respect for the human right to education including all people without any discrimination. It began in 2011, in different semester systems of Higher Secondary Education (EMS) in Mexico, sharing strategies and results in observations and congresses from five different countries. He began by observing a group of 235 students and EMS teachers in foreign language subjects; and culminated in 2022 with 9 faculty graduate students in teaching. Another 112 students in their entirety observed in periods of 8 hours of work, from areas of Language and Communication and Social History. In groups where high abandonment had been detected, institutional regime constituted on norms with some degree of inequality according to legal, social and institutional mechanisms; 97 out of 100 registered learning without desertions. Significant Communicative Ability achieved social equality and inclusion with innovation. It established solutions to the marginalization and discrimination of people in the educational stage with its self-regulated cognitive intervention for the significant learning of contents by solving specific common located problems selected in the face-to-face or virtual classroom. The situated cognition of students and teachers, their learning, their teaching and the evaluation situated as a good teaching practice from the diagnosis, achieved their social, economic and cultural integration by sharing technological instruments of didactic materials of self-production and publication, contributing to social development. They perceived educational equality; social, cultural and economic inclusion in their poverty levels recognizing the causes, self-employment and the formal sector.