Biblioteca Digital de VanguardiaTensions in understanding inclusive education: conceptual and practical dilemmas
This paper analyzes the building blocks of the rationality system of inclusive education, confirming that its application to teacher training and public policies establish categories through which they are placed tactically at the service of power. Each of these is used to speak for specific purpose...
| Autor principal: | |
|---|---|
| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Español |
| Publicado: |
Escuela Profesional de Ciencias de la Comunicación Social de la Universidad Nacional del Altiplano
2021
|
| Materias: | |
| Acceso en línea: | http://www.comunicacionunap.com/index.php/rev/article/view/512 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/54344 |
| _version_ | 1782334329925402624 |
|---|---|
| author | Ocampo González, Aldo |
| author_facet | Ocampo González, Aldo |
| author_sort | Ocampo González, Aldo |
| collection | Repositorio |
| description | This paper analyzes the building blocks of the rationality system of inclusive education, confirming that its application to teacher training and public policies establish categories through which they are placed tactically at the service of power. Each of these is used to speak for specific purposes, leading to the legitimization of an innocent fraud in which inclusive education approaches are cross-dressed with the force of the special, giving itself a benign and potentially new face that does not undo the problems introduced by the neoliberal educational imagination. Its objective is to critically analyze the impacts that arise from the lack of epistemic-conceptual and methodological clarity that inclusive education faces in the management of public policies and teacher training and their transfer to educational communities. The methodology used in this work was that of critical documentary review. It concludes, stating that inclusive education addresses issues related to the nature of exclusion, justice and educational transformation and the problem that designate the ownership of human rights in the school experience in the absence of ethical and social responsibility of educational systems. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO54344 |
| institution | CLACSO, Repositorio Digital |
| language | Español |
| publishDate | 2021 |
| publisher | Escuela Profesional de Ciencias de la Comunicación Social de la Universidad Nacional del Altiplano |
| record_format | greenstone |
| spelling | clacso-CLACSO543442022-03-17T19:11:48Z Tensions in understanding inclusive education: conceptual and practical dilemmas Tensiones en la comprensión de la educación inclusiva: dilemas conceptuales y prácticos Ocampo González, Aldo Inclusive education; euphemism; collective indifference; ontological problem of social groups; educational policies Educación inclusiva; eufemismo; indiferencia colectiva; problema ontológico de los grupos sociales; políticas educativas This paper analyzes the building blocks of the rationality system of inclusive education, confirming that its application to teacher training and public policies establish categories through which they are placed tactically at the service of power. Each of these is used to speak for specific purposes, leading to the legitimization of an innocent fraud in which inclusive education approaches are cross-dressed with the force of the special, giving itself a benign and potentially new face that does not undo the problems introduced by the neoliberal educational imagination. Its objective is to critically analyze the impacts that arise from the lack of epistemic-conceptual and methodological clarity that inclusive education faces in the management of public policies and teacher training and their transfer to educational communities. The methodology used in this work was that of critical documentary review. It concludes, stating that inclusive education addresses issues related to the nature of exclusion, justice and educational transformation and the problem that designate the ownership of human rights in the school experience in the absence of ethical and social responsibility of educational systems. El presente trabajo analiza los bloques de construcción del sistema de racionalidad de la educación inclusiva, confirmando que su aplicación a la formación del profesorado y de las políticas públicas, establecen categorías a través de las cuales se colocan tácticamente al servicio del poder. Cada una de estas, se emplean para hablar con fines específicos, conduciéndonos a la legitimación de un fraude inocente en el que los planteamientos de la educación inclusiva se travestizan con la fuerza de lo especial, adjudicándose un rostro benigno y potencialmente nuevo que no deshace los problemas introducidos por la imaginación educativa neoliberal. Su objetivo consiste en analizar críticamente los impactos que se desprenden de la falta de claridad epistémico-conceptual y metodológica que enfrenta la educación inclusiva en la gestión las políticas públicas y de formación del profesorado y su transferencia a las comunidades educativas. La metodología empleada en este trabajo fue la de revisión documental crítica. Se concluye, afirmando que, la educación inclusiva aborda cuestiones relativas a la naturaleza de la exclusión, de la justicia y de la transformación educativa y, del problema que designan la titularidad de derechos humanos en la experiencia escolar ante la falta de responsabilidad ética y social de los sistemas educativos. 2021-06-15 2022-03-17T19:11:48Z 2022-03-17T19:11:48Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares http://www.comunicacionunap.com/index.php/rev/article/view/512 10.33595/2226-1478.12.2.512 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/54344 spa http://www.comunicacionunap.com/index.php/rev/article/view/512/283 Derechos de autor 2021 Comuni@cción: Revista de Investigación en Comunicación y Desarrollo https://creativecommons.org/licenses/by-nc/4.0 application/pdf Escuela Profesional de Ciencias de la Comunicación Social de la Universidad Nacional del Altiplano Comuni@cción: Revista de Investigación en Comunicación y Desarrollo; Vol. 12 Núm. 2 (2021); 131-141 Comuni@cción: Journal of Research in Communication and Development; Vol. 12 No. 2 (2021); 131-141 Comuni@cción: Revista de Pesquisa em Comunicação e Desenvolvimento; v. 12 n. 2 (2021); 131-141 2226-1478 2219-7168 |
| spellingShingle | Inclusive education; euphemism; collective indifference; ontological problem of social groups; educational policies Educación inclusiva; eufemismo; indiferencia colectiva; problema ontológico de los grupos sociales; políticas educativas Ocampo González, Aldo Tensions in understanding inclusive education: conceptual and practical dilemmas |
| title | Tensions in understanding inclusive education: conceptual and practical dilemmas |
| title_full | Tensions in understanding inclusive education: conceptual and practical dilemmas |
| title_fullStr | Tensions in understanding inclusive education: conceptual and practical dilemmas |
| title_full_unstemmed | Tensions in understanding inclusive education: conceptual and practical dilemmas |
| title_short | Tensions in understanding inclusive education: conceptual and practical dilemmas |
| title_sort | tensions in understanding inclusive education: conceptual and practical dilemmas |
| topic | Inclusive education; euphemism; collective indifference; ontological problem of social groups; educational policies Educación inclusiva; eufemismo; indiferencia colectiva; problema ontológico de los grupos sociales; políticas educativas |
| url | http://www.comunicacionunap.com/index.php/rev/article/view/512 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/54344 |