<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1815-7696</journal-id>
<journal-title><![CDATA[Mendive. Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mendive]]></abbrev-journal-title>
<issn>1815-7696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1815-76962020000200430</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La preparación del profesor de secundaria para el desempeño profesional en la República de Ghana]]></article-title>
<article-title xml:lang="pt"><![CDATA[Preparação dos professores do ensino secundário para o desempenho profissional na República de Ghana]]></article-title>
<article-title xml:lang="en"><![CDATA[The preparation of the secondary teacher for professional performance in the Ghana Republic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mahama]]></surname>
<given-names><![CDATA[Musah]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Márquez Marrero]]></surname>
<given-names><![CDATA[Juan Lázaro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escuela Secundaria Básica del municipio Walewale  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>República de Ghana</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Pinar del Río "Hermanos Saiz Montes de Oca"  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>18</volume>
<numero>2</numero>
<fpage>430</fpage>
<lpage>444</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962020000200430&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962020000200430&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962020000200430&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La Educación Secundaria y, especialmente en sus años de obligatoriedad en Ghana, tiene como objetivo fundamental promover el desarrollo integral de la persona. Por consiguiente, la extensión de la enseñanza obligatoria y la definición de una enseñanza básica y común para todos los ciudadanos, propia de esta etapa, lleva necesariamente aparejado el principio de no selectividad y el carácter no discriminatorio de la misma. Esto supone la puesta en práctica de una ordenación curricular integradora capaz de ofrecer oportunidades y experiencias diversas de formación a todos los alumnos, y de actuar como mecanismo compensador. Por ello, y sin sobredimensionar su importancia, la preparación del profesorado (tanto inicial como permanente), debe ser un elemento clave para dotar de conocimientos, habilidades y actitudes a nuestros profesores, con el fin de abordar el proceso integrador. El presente artículo presenta una visión crítica de la atención a la diversidad en la educación secundaria obligatoria, y la preparación del profesorado que se ha de responsabilizar en dar esa respuesta educativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O ensino secundário, especialmente nos seus anos obrigatórios em Ghana, tem como objectivo fundamental promover o desenvolvimento integral da pessoa. Por conseguinte, a extensão da escolaridade obrigatória e a definição de um ensino básico e comum a todos os cidadãos, próprio desta etapa, implica necessariamente o princípio da não selectividade e da não discriminação. Isto pressupõe a implementação de um currículo inclusivo capaz de oferecer diversas oportunidades e experiências de formação a todos os estudantes e de funcionar como um mecanismo compensatório. Por isso, e sem se sobrevalorizar a sua importância, a preparação dos professores (inicial e permanente), deve ser um elemento fundamental para proporcionar conhecimentos, competências e atitudes aos nossos professores, a fim de abordar o processo de inclusão. Este artigo apresenta uma visão crítica da atenção à diversidade no ensino secundário obrigatório e da preparação dos professores que devem assumir a responsabilidade de dar essa resposta educativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Secondary education, especially within its compulsory period in Ghana, aims at promoting the fundamental development of the individual. This being so, the extension of the compulsory education and the establishment of a basic and common education for all the citizens necessarily implies a non-selectivity principle and its non-discriminative condition. This means the implementation of a curricular inclusive arrangement that offers various learning opportunities and experiences to all the students. This is why we consider teacher training is a key element, for it can provide our teachers with the knowledge, skills and attitudes necessary so they can engage in the inclusive process. This article is a review on both the catering for diversity in secondary education as well as on the teacher training process which is held responsible for offering that educational answer.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="es"><![CDATA[preparación]]></kwd>
<kwd lng="es"><![CDATA[desempeño profesional]]></kwd>
<kwd lng="pt"><![CDATA[educação básica]]></kwd>
<kwd lng="pt"><![CDATA[preparação]]></kwd>
<kwd lng="pt"><![CDATA[desempenho profissional]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="en"><![CDATA[preparation]]></kwd>
<kwd lng="en"><![CDATA[professional performance]]></kwd>
</kwd-group>
</article-meta>
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