El artículo se propone valorar una visión de futuro de la educación inclusiva con el fin de brindar lineamientos prospectivos en torno a la formación docente. Para lo anterior, se realizó una investigación documental por medio de la detección, acceso, selección, revisión y análisis del material pertinente de diversos escenarios y autores que han trabajado aspectos vinculados a la temática del objetivo propuesto. Los resultados muestran que los requerimientos de la sociedad actual demandan una preparación académica más integral y humana para afrontar una realidad cada vez más compleja y dar respuestas de calidad en la formación de un docente reflexivo y respetuoso de la diversidad, capaz de construir escenarios de aprendizaje y garantizar una educación inclusiva. Para las unidades de desarrollo docente la educación inclusiva constituye una oportunidad para hacer la tarea educativa de maneras diferentes. Para ello, es necesario articular teoría y práctica, tener conciencia de las teorías que se aplican, propiciar espacios reflexivos para ampliar la percepción de lo que significa educar, en y para la diversidad. Por lo tanto, avanzar hacia una educación inclusiva requiere partir de la realidad del entorno, tener claro hacia dónde se orienta la educación e implementar ambientes adecuados. Las conclusiones señalan que la educación inclusiva en la formación docente se constituye en una herramienta para atender la diversidad: oportunidad e igualdad para todos.

The paper aims at assessing a vision of inclusive education in order to provide prospective guidelines regarding teachers' training. For this, a documentary research was conducted by means of detection, access, selection, review and analysis of relevant material from different scenarios and authors who have approached issues related to the subject. The results show that the requirements of today's society demand a more comprehensive and humane academic preparation to face an increasingly complex reality and to provide quality answers in the training of a respectful and thoughtful educator of diversity, able to construct learning and ensure an inclusive education. For the units concerning the teaching development, inclusive education is an opportunity to perform the educational task in different ways. Consequently, it is necessary to articulate both theory and practice, be aware of the theories being applied, foster reflective spaces to expand the perception of what to educate in and for diversity means. Therefore, progress towards inclusive education requires educators to start from the reality of the environment, to have a clear idea about where education is oriented and to implement suitable environments. The findings indicate that inclusive education in teachers' education becomes a tool to address diversity: opportunity and equality for everybody.

El presente artículo hace referencia a la trayectoria del quehacer investigativo en la Sede Guanacaste y su aporte al desarrollo de la Región Chorotega, en el marco del cuarenta aniversario de su fundación. El texto presenta una sistematización general de las actividades de investigación realizadas desde sus inicios a la época actual, registradas en documentos oficiales existentes en los archivos de la institución, además de publicaciones en revistas científicas que para tal fin posee la Universidad de Costa Rica. Asimismo, ofrece testimonio de los aportes de la comunidad académica que ha dejado huella a lo largo de este recorrido cronológico de la Sede, primera institución de educación superior en la provincia de Guanacaste.

The purpose of this paper is to point out the research work pathway followed by Guanacaste branch of UCR and its contribution to the development of Chorotega region on its 40th foundation anniversary. The paper explains the general systematization of the research activities carried out since the beginning of the current age. These activities have been registered in official documents in existing institutional files. Besides, the paper refers to scientific journals that have opened access to relevant publications. Moreover, the article provides evidence of a number of contributions performed by the academic community that has marked the path along the chronological journey of this campus, the first higher educational institutional in the province of Guanacaste.

Background: The biobed is a simple biopurification system used to prevent the point-source pesticide contamination that occurs at farm level. The typical composition of the biomixture used in this system is soil, peat and straw in volumetric proportions of 1:1:2. The principal component is straw due to its positive effects on biological activity and thus pesticide degradation. However, access to straw can be limited in some regions, so it must be replaced by other more readily available lignocellulosic residues. Results: Therefore, two alternate lignocellulosic materials (barley husks and pine sawdust) were evaluated as partial substitutes for straw. The degradation of a repeatedly applied mixture of six pesticides by these alternates was assessed. The microbial respiration and fluorescein diacetate (FDA) hydrolysis activity were also assessed. The results showed that the highest degradation efficiency was found in mixtures containing straw and barley husks. Each biomixtures tested achieved a high degradation (50 to 90%) of all the pesticides used except iprodione. Repeated applications of pesticides resulted in a slowing of the degradation rate of all pesticide types in all biomixtures. FDA activity and microbial respiration were higher in the biomixtures containing barley husks and straw compared to the mixture with pine sawdust, a result consistent with the pesticide degradations observed. Conclusions: This paper demonstrates that the straw in the traditional biomixture can be partially replaced by other lignocellulosic materials to efficiently degrade a mixture of pesticides, even when the pesticides are added in successive applications and high concentrations.