Women teachers on the horizon of an inclusive education: Santa Marta. 1974-2000
Objective: to identify, make visible and analyze precursor practices of a true inclusive education in Santa Marta, starting with the creation of special programs in regular classrooms between 1974-2000. Originality/contribution: the preeminence of making visible the pedagogical practices in this fie...
| Main Authors: | , |
|---|---|
| Format: | Online |
| Language: | spa |
| Published: |
Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2023
|
| Subjects: | |
| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/16726 |
| _version_ | 1801706230354280448 |
|---|---|
| author | Sánchez Castellón, Ligia María Sánchez Castellón, Emilce Beatriz |
| author_facet | Sánchez Castellón, Ligia María Sánchez Castellón, Emilce Beatriz |
| author_sort | Sánchez Castellón, Ligia María |
| collection | OJS |
| description | Objective: to identify, make visible and analyze precursor practices of a true inclusive education in Santa Marta, starting with the creation of special programs in regular classrooms between 1974-2000.
Originality/contribution: the preeminence of making visible the pedagogical practices in this field is presented, which constitutes a starting point to investigate and transcend the doxa of this type of education. Assuming democratic culture as the essence of inclusiveness implies transcending the idea that ties it and links it only to the attention to populations in conditions of 'disability'.
Method: the case study was applied from an ethnographic approach. The personal experience in this educational field constitutes an epistemic reference that takes into account the biographical and autobiographical voices of those who today bear witness to transformations at a personal, professional and institutional level.
Information Gathering/Strategies: the documentary review, the collection of information provided through conversations with the teachers identified for this research, as well as from a segment of the community that at that time was attentive to these processes (teachers, directors, families) were key for the development of the research.
Conclusions: the first teachers who attended to school diversity went beyond the imperatives of current regulations, acted without prejudice, with open and democratic attitudes. The biographical and autobiographical narratives made it possible to find diverse voices that, in their specific contexts, reconstruct conceptions, perceptions, motivations and build humanizing knowledge and wisdom. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-16726 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2023 |
| 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-167262023-12-14T16:03:22Z Women teachers on the horizon of an inclusive education: Santa Marta. 1974-2000 Maestras en el horizonte de una educación inclusiva: Santa Marta. 1974-2000 Mulheres professoras no horizonte da educação inclusiva: Santa Marta. 1974-2000 Sánchez Castellón, Ligia María Sánchez Castellón, Emilce Beatriz Democratic culture school diversity decolonizing education discrimination special and inclusive education cultura democrática diversidad escolar educación decolonizadora discriminación educación especial e inclusiva cultura democrática diversidade escolar descolonização da educação discriminação educação especial e inclusiva Objective: to identify, make visible and analyze precursor practices of a true inclusive education in Santa Marta, starting with the creation of special programs in regular classrooms between 1974-2000. Originality/contribution: the preeminence of making visible the pedagogical practices in this field is presented, which constitutes a starting point to investigate and transcend the doxa of this type of education. Assuming democratic culture as the essence of inclusiveness implies transcending the idea that ties it and links it only to the attention to populations in conditions of 'disability'. Method: the case study was applied from an ethnographic approach. The personal experience in this educational field constitutes an epistemic reference that takes into account the biographical and autobiographical voices of those who today bear witness to transformations at a personal, professional and institutional level. Information Gathering/Strategies: the documentary review, the collection of information provided through conversations with the teachers identified for this research, as well as from a segment of the community that at that time was attentive to these processes (teachers, directors, families) were key for the development of the research. Conclusions: the first teachers who attended to school diversity went beyond the imperatives of current regulations, acted without prejudice, with open and democratic attitudes. The biographical and autobiographical narratives made it possible to find diverse voices that, in their specific contexts, reconstruct conceptions, perceptions, motivations and build humanizing knowledge and wisdom. Objetivo: identificar, visibilizar y analizar prácticas precursoras de una verdadera educación inclusiva en Santa Marta, a partir de la creación de programas especiales en aula regulares entre los años 1974-2000. Originalidad/aporte: se presenta la preeminencia de hacer visible las prácticas pedagógicas en este campo, lo que se constituye en punto de partida para investigar y trascender la doxa de este tipo de educación. Asumir la cultura democrática como esencia de lo inclusivo, implica trascender la idea que la ata y la vincula solo a la atención a poblaciones en condiciones de ‘discapacidad’. Método: se aplicó el estudio de casos desde un enfoque etnográfico. La vivencia personal en este campo educativo constituye un referente epistémico que tiene en cuenta las voces biográficas y autobiográficas de quienes hoy damos testimonio de transformaciones a nivel personal, profesional e institucional. Estrategias/recolección de información: la revisión documental, recolección de información suministrada mediante conversatorios con las maestras identificadas para esta investigación, como también de un segmento de la comunidad que en ese entonces estaba atenta a estos procesos (maestros, directivos, familias) fueron clave para el desarrollo de la investigación. Conclusiones: las primeras maestras que atendieron la diversidad escolar lo hicieron más allá de los imperativos de la normatividad vigente, actuaron sin prejuicios, con actitudes abiertas y democráticas. Las narrativas biográficas y autobiográficas permitieron encontrar diversas voces que, en sus contextos específicos, reconstruyen concepciones, percepciones, motivaciones y construyen saberes y conocimientos humanizadores. Objetivo: identificar, tornar visível e analisar as práticas precursoras de uma verdadeira educação inclusiva em Santa Marta, a partir da criação de programas especiais em salas de aula regulares entre 1974-2000. Originalidade/suporte: apresenta-se a preeminência de tornar visíveis as práticas pedagógicas neste domínio, o que constitui o ponto de partida para investigar e transcender a doxa deste tipo de educação. Assumir a cultura democrática como essência da inclusividade implica transcender a ideia que a amarra e vincula apenas à atenção às populações em condições de 'deficiência'. Método: foi aplicado um estudo de caso a partir de uma abordagem etnográfica. A experiência pessoal neste campo educativo constitui uma referência epistémica que tem em conta as vozes biográficas e autobiográficas daqueles que hoje testemunham as transformações a nível pessoal, profissional e institucional. Estratégias/recolha de datos: a análise documental, a recolha de informação proporcionada através de conversas com os professores identificados para esta investigação, bem como de um segmento da comunidade que esteve atento a estes processos na altura (professores, directores, famílias) foram fundamentais para o desenvolvimento da investigação. Conclusões: os primeiros professores que atenderam à diversidade escolar fizeram-no para além dos imperativos da regulamentação vigente, agindo sem preconceitos, com atitudes abertas e democráticas. As narrativas biográficas e autobiográficas permitiram encontrar vozes diversas que, nos seus contextos específicos, reconstroem concepções, percepções, motivações e constroem saberes e conhecimentos humanizadores. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2023-02-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/16726 10.19053/01227238.16726 Revista Historia de la Educación Latinoamericana; Vol. 25 No. 40 (2023): Elizardo Pérez (1892- 1980); 127-155 Revista Historia de la Educación Latinoamericana; Vol. 25 Núm. 40 (2023): Elizardo Pérez (1892- 1980); 127-155 2256-5248 0122-7238 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/16726/13698 Copyright (c) 2023 Revista Historia de la Educación Latinoamericana https://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | Democratic culture school diversity decolonizing education discrimination special and inclusive education cultura democrática diversidad escolar educación decolonizadora discriminación educación especial e inclusiva cultura democrática diversidade escolar descolonização da educação discriminação educação especial e inclusiva Sánchez Castellón, Ligia María Sánchez Castellón, Emilce Beatriz Women teachers on the horizon of an inclusive education: Santa Marta. 1974-2000 |
| title | Women teachers on the horizon of an inclusive education: Santa Marta. 1974-2000 |
| title_alt | Maestras en el horizonte de una educación inclusiva: Santa Marta. 1974-2000 Mulheres professoras no horizonte da educação inclusiva: Santa Marta. 1974-2000 |
| title_full | Women teachers on the horizon of an inclusive education: Santa Marta. 1974-2000 |
| title_fullStr | Women teachers on the horizon of an inclusive education: Santa Marta. 1974-2000 |
| title_full_unstemmed | Women teachers on the horizon of an inclusive education: Santa Marta. 1974-2000 |
| title_short | Women teachers on the horizon of an inclusive education: Santa Marta. 1974-2000 |
| title_sort | women teachers on the horizon of an inclusive education santa marta 1974 2000 |
| topic | Democratic culture school diversity decolonizing education discrimination special and inclusive education cultura democrática diversidad escolar educación decolonizadora discriminación educación especial e inclusiva cultura democrática diversidade escolar descolonização da educação discriminação educação especial e inclusiva |
| topic_facet | Democratic culture school diversity decolonizing education discrimination special and inclusive education cultura democrática diversidad escolar educación decolonizadora discriminación educación especial e inclusiva cultura democrática diversidade escolar descolonização da educação discriminação educação especial e inclusiva |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/16726 |
| work_keys_str_mv | AT sanchezcastellonligiamaria womenteachersonthehorizonofaninclusiveeducationsantamarta19742000 AT sanchezcastellonemilcebeatriz womenteachersonthehorizonofaninclusiveeducationsantamarta19742000 AT sanchezcastellonligiamaria maestrasenelhorizontedeunaeducacioninclusivasantamarta19742000 AT sanchezcastellonemilcebeatriz maestrasenelhorizontedeunaeducacioninclusivasantamarta19742000 AT sanchezcastellonligiamaria mulheresprofessorasnohorizontedaeducacaoinclusivasantamarta19742000 AT sanchezcastellonemilcebeatriz mulheresprofessorasnohorizontedaeducacaoinclusivasantamarta19742000 |
