Disability and Education: Between the Corporality That Disables and the Right to Have Rights

Disability and Education: Between the Corporality That Disables and the Right to Have Rights

Detalles Bibliográficos
Autores principales: Cruz-Vadillo, Rodolfo, Iturbide-Fernández, Paulina
Formato: Online
Idioma:spa
eng
por
Publicado: Universidad Nacional, Costa Rica 2019
Acceso en línea:https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9125
id EDUCARE9125
record_format ojs
institution Universidad Nacional de Costa Rica
collection Revista Electrónica Educare
language spa
eng
por
format Online
author Cruz-Vadillo, Rodolfo
Iturbide-Fernández, Paulina
spellingShingle Cruz-Vadillo, Rodolfo
Iturbide-Fernández, Paulina
Disability and Education: Between the Corporality That Disables and the Right to Have Rights
author_facet Cruz-Vadillo, Rodolfo
Iturbide-Fernández, Paulina
author_sort Cruz-Vadillo, Rodolfo
title Disability and Education: Between the Corporality That Disables and the Right to Have Rights
title_short Disability and Education: Between the Corporality That Disables and the Right to Have Rights
title_full Disability and Education: Between the Corporality That Disables and the Right to Have Rights
title_fullStr Disability and Education: Between the Corporality That Disables and the Right to Have Rights
title_full_unstemmed Disability and Education: Between the Corporality That Disables and the Right to Have Rights
title_sort disability and education: between the corporality that disables and the right to have rights
title_alt Discapacidad y educación: Entre la corporalidad que discapacita y el derecho a tener derecho
Deficiência e educação: Entre a corporeidade que incapacita e o direito a ter direitos
publisher Universidad Nacional, Costa Rica
publishDate 2019
url https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9125
work_keys_str_mv AT cruzvadillorodolfo disabilityandeducationbetweenthecorporalitythatdisablesandtherighttohaverights
AT iturbidefernandezpaulina disabilityandeducationbetweenthecorporalitythatdisablesandtherighttohaverights
AT cruzvadillorodolfo discapacidadyeducacionentrelacorporalidadquediscapacitayelderechoatenerderecho
AT iturbidefernandezpaulina discapacidadyeducacionentrelacorporalidadquediscapacitayelderechoatenerderecho
AT cruzvadillorodolfo deficienciaeeducacaoentreacorporeidadequeincapacitaeodireitoaterdireitos
AT iturbidefernandezpaulina deficienciaeeducacaoentreacorporeidadequeincapacitaeodireitoaterdireitos
_version_ 1805405858725625856
spelling EDUCARE91252019-08-23T22:59:08Z Disability and Education: Between the Corporality That Disables and the Right to Have Rights Discapacidad y educación: Entre la corporalidad que discapacita y el derecho a tener derecho Deficiência e educação: Entre a corporeidade que incapacita e o direito a ter direitos Cruz-Vadillo, Rodolfo Iturbide-Fernández, Paulina Disability professional ethics inclusive education teachers discapacidad ética profesional educación inclusiva profesorado Incapacidade ética profissional educação inclusiva professores This article is the result of an investigation whose main purpose was to analyze the constructions of the concept of disability. We intend to analyze the discourses on disability that teachers working with students in this situation have built. The approach to the data was from a qualitative paradigm, of descriptive scope, and supported by the grounded theory methodology. Questionnaires were applied to 22 participants, basic education teachers. We conclude that the scientific knowledge has hegemonized visions, but in the process it has turned to common sense, leaving aside an important substratum as it is our action in front of other people and the consequences of the interventions and diagnoses that, being scientifically validated, invalidate the others and exclude the others. The above implies looking at teacher training from an ethical and political stage where complex processes of reflection overcome the reduced vision that has been built on disability and its inclusion. El presente trabajo es resultado de una investigación cuyo propósito principal fue analizar las construcciones sobre el concepto de discapacidad. Pretendemos analizar los discursos que sobre discapacidad han construido docentes que atienden estudiantes en esta situación. La aproximación a los datos fue desde un paradigma cualitativo, de alcance descriptivo y apoyado en el método de teoría fundamentada. Se aplicaron cuestionarios a 22 participantes, docentes de educación básica. Concluimos que los saberes de orden científico han hegemonizado las visiones, pero en el devenir se han volcado hacia el sentido común, dejando de lado un sustrato importante como lo es nuestro actuar frente a otras personas y las consecuencias de las intervenciones y diagnósticos que, siendo validados científicamente, invalidan al otro ser y lo excluyen. Lo anterior implica mirar hacia la formación docente desde un estadio ético y político, donde complejos procesos de reflexión superen la visión reducida que se ha construido sobre la discapacidad y su inclusión. O presente trabalho é resultado de uma investigação cujo objetivo principal foi analisar as construções sobre o conceito de deficiência. Pretendemos analisar os discursos sobre deficiência construídos por professores que tem estudantes nessa situação. A abordagem dos dados partiu de um paradigma qualitativo, de formato descritivo e apoiado pelo método da teoria fundamentada. Os questionários foram aplicados a 22 participantes, professores da educação básica. Conclui-se que o conhecimento científico hegemonizou visões, generalizando a um sentido comum, deixando de lado um substrato importante como nossas ações diante de outras pessoas e as consequências das intervenções e diagnósticos que, sendo cientificamente validados, anulam o outro ser e o excluem. O que pretende-se dizer implica um olhar a formação de professores,  a partir de uma perspectiva ética e política, onde os processos de reflexão complexos superam a visão reduzida que foi construída sobre a deficiência e sua inclusão. Universidad Nacional, Costa Rica 2019-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion journal article artículo artigo application/pdf text/html application/epub+zip audio/mpeg audio/mpeg audio/mpeg application/xml https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9125 10.15359/ree.23-1.13 Revista Electrónica Educare; Vol. 23 No. 1 (2019): Revista Electrónica Educare (January-April); 1-27 Revista Electrónica Educare; Vol. 23 Núm. 1 (2019): Revista Electrónica Educare (enero-abril); 1-27 Revista Electrónica Educare; v. 23 n. 1 (2019): Revista Electrónica Educare (Janeiro-Abril); 1-27 1409-4258 spa eng por https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9125/14226 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9125/14280 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9125/14281 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9125/14282 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9125/14283 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9125/14285 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9125/15407 Copyright (c) 2018 Revista Electrónica Educare

Ejemplares similares