¿Puede la personalización del aprendizaje de base comunitaria constribuir a la educación inclusiva?
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It is argued in this paper that community-based personalized learning (CpL) can contribute to the development of the inclusive education. Based on the notion of "Deep diversity", in line with inclusion philosophy, and on the personalized learning as starting point, the CpL is defined as the learning process in which students enrich their particular learning trajectories and experiences, through projects configured within the framework of a network of services, resources and contexts related to their identities, interests, needs and motivations. It is characterized by its dynamism as a permanent process in (co)construction collaboratively by practices based on participation, promotion and collaboration. Four principles associated with this notion are considered. First, the need to create community-based educational biographies. Second, the collaborative work as a shared learning facilitator. Third, the sustainability of cultural identities, senses and practices. Fourth, the equity as a challenge to allow access to educational opportunities for all