Special needs education and its implication in cultural diversity contexts: analysis from La Araucanía
This work aims at analyzing the special needs education through an epistemological reflection in contexts of social and cultural diversity. The analysis is developed, through the review of scientific literature in national and international regulations, using a documentary-descriptive method. The an...
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| Format: | Online |
| Language: | spa |
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Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2020
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10105 |
| _version_ | 1801706203336671232 |
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| author | Gutierrez-Saldivia, Ximena del carmen Rivera Gutiérrez, Catalina |
| author_facet | Gutierrez-Saldivia, Ximena del carmen Rivera Gutiérrez, Catalina |
| author_sort | Gutierrez-Saldivia, Ximena del carmen |
| collection | OJS |
| description | This work aims at analyzing the special needs education through an epistemological reflection in contexts of social and cultural diversity. The analysis is developed, through the review of scientific literature in national and international regulations, using a documentary-descriptive method. The analysis considers the theory of abnormality that underlies the medical model applied to education, the theory of labeling and the perspective of power. The results reveal that Special Needs Education could make up a regulatory control to homogenize the school population, which is materialized through a classification and labeling system through examination and diagnostic procedures based on standards applied by the dominant group. It is concluded that, in order to move towards a possible conceptualization of Special Needs Education in indigenous territories such as La Araucanía, a new way of thinking is needed on issues related to special educational needs from a critical perspective in order to break western structure and canons. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-10105 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2020 |
| publisher | Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-101052023-09-06T20:33:58Z Special needs education and its implication in cultural diversity contexts: analysis from La Araucanía Educación Especial y sus implicancias en contextos de diversidad cultural: análisis desde La Araucanía Educação Especial e suas implicações em contextos de diversidade cultural: uma análise a partir da Aracucanía Gutierrez-Saldivia, Ximena del carmen Rivera Gutiérrez, Catalina special education special needs education normalcy theory of labeling educación especial normalidad necesidades educativas especiales teoría del etiquetado educação especial normalidade necessidades educativas especiais teoria da rotulação This work aims at analyzing the special needs education through an epistemological reflection in contexts of social and cultural diversity. The analysis is developed, through the review of scientific literature in national and international regulations, using a documentary-descriptive method. The analysis considers the theory of abnormality that underlies the medical model applied to education, the theory of labeling and the perspective of power. The results reveal that Special Needs Education could make up a regulatory control to homogenize the school population, which is materialized through a classification and labeling system through examination and diagnostic procedures based on standards applied by the dominant group. It is concluded that, in order to move towards a possible conceptualization of Special Needs Education in indigenous territories such as La Araucanía, a new way of thinking is needed on issues related to special educational needs from a critical perspective in order to break western structure and canons. Objetivo: Este artículo plantea un análisis crítico sobre la Educación Especial en contextos de diversidad cultural confrontando supuestos teóricos asociados al enfoque médico, la teoría del etiquetamiento y perspectiva de poder. Método: El análisis se desarrolla a través de la revisión de literatura científica y normativa nacional e internacional, empleando un método documental-descriptivo. La recuperación de documentos se realizó́ desde las bases de datos Web of Science, Scopus y Scielo. Estrategias: Un análisis de los documentos recuperados ha permitido establecer que la Educación Especial en contextos de diversidad cultural podría constituir un dispositivo de control para homogeneizar a la población escolar, lo que se realiza a través de un sistema de clasificación y etiquetado, donde se utilizan procedimientos como el examen y el diagnóstico, en base a estándares aplicados por el grupo dominante. Originalidad: El artículo contribuye a la problematización de la educación especial en contextos educativos interculturales para avanzar hacia respuestas educativas culturalmente pertinentes. Se puede concluir que, tanto en Latinoamérica como en la región de La Araucanía se requiere repensar la Educación Especial desde nuevos marcos epistemológicos –como la interculturalidad critica– que permitan reconocer y valorar la diversidad cultural. O objetivo deste trabalho é analisar a Educação Especial por meio de uma crítica epistemológica em contextos de diversidade social e cultural. A análise se desenvolve através da revisão da literatura científica e normativa nacional e internacional, aplicando um método documental-descritivo. A análise considera a teoria da anormalidade que subjaz no modelo médico aplicado à educação, a teoria da rotulação e a perspectiva do poder. Os resultados revelam que a Educação Especial poderia constituir um dispositivo de controle para homogeneizar a população escolar, que se materializa mediante um sistema de classificação e rotulação através de procedimentos de exames e diagnósticos com base em normas aplicadas pelo grupo dominante. Conclui-se que, para avançar para uma possível conceitualização da Educação Especial em territórios indígenas como La Araucanía, é necessário uma nova forma de pensar as questões associadas às necessidades educacionais especiais a partir de uma perspectiva crítica com o fim de romper com a estrutura e os cânones ocidentais. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2020-04-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10105 10.19053/01227238.10105 Revista Historia de la Educación Latinoamericana; Vol. 22 No. 34 (2020): Carlos Rincón Revista Historia de la Educación Latinoamericana; Vol. 22 Núm. 34 (2020): Carlos Rincón 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10105/9571 https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10105/9727 Copyright (c) 2020 JOURNAL HISTORY OF LATIN AMERICAN EDUCATION |
| spellingShingle | special education special needs education normalcy theory of labeling educación especial normalidad necesidades educativas especiales teoría del etiquetado educação especial normalidade necessidades educativas especiais teoria da rotulação Gutierrez-Saldivia, Ximena del carmen Rivera Gutiérrez, Catalina Special needs education and its implication in cultural diversity contexts: analysis from La Araucanía |
| title | Special needs education and its implication in cultural diversity contexts: analysis from La Araucanía |
| title_alt | Educación Especial y sus implicancias en contextos de diversidad cultural: análisis desde La Araucanía Educação Especial e suas implicações em contextos de diversidade cultural: uma análise a partir da Aracucanía |
| title_full | Special needs education and its implication in cultural diversity contexts: analysis from La Araucanía |
| title_fullStr | Special needs education and its implication in cultural diversity contexts: analysis from La Araucanía |
| title_full_unstemmed | Special needs education and its implication in cultural diversity contexts: analysis from La Araucanía |
| title_short | Special needs education and its implication in cultural diversity contexts: analysis from La Araucanía |
| title_sort | special needs education and its implication in cultural diversity contexts analysis from la araucania |
| topic | special education special needs education normalcy theory of labeling educación especial normalidad necesidades educativas especiales teoría del etiquetado educação especial normalidade necessidades educativas especiais teoria da rotulação |
| topic_facet | special education special needs education normalcy theory of labeling educación especial normalidad necesidades educativas especiales teoría del etiquetado educação especial normalidade necessidades educativas especiais teoria da rotulação |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/10105 |
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