Beginnings of inclusive education for people with intellectual disabilities in Chile. A Historical Perspective, 1928-1950
Objective: to analyze the historical trajectory of intellectual disability in Chile in the period 1928-1950, starting with the educational reform that states that all citizens must be educated -regardless of their condition-, until the emergence of therapeutic pedagogy, which coincides with the end...
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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
2023
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/17218 |
| _version_ | 1801706231764615168 |
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| author | Bravo Villa, Ninosca Carmen |
| author_facet | Bravo Villa, Ninosca Carmen |
| author_sort | Bravo Villa, Ninosca Carmen |
| collection | OJS |
| description | Objective: to analyze the historical trajectory of intellectual disability in Chile in the period 1928-1950, starting with the educational reform that states that all citizens must be educated -regardless of their condition-, until the emergence of therapeutic pedagogy, which coincides with the end of the radical governments in Chile.
Originality/Contribution: The research arises due to the scarce empirical evidence on the history of intellectual disability in Chile. In this context, research on the history of the education of children with intellectual disabilities is practically non-existent in Chile.
Method: The methodology is qualitative and is based on an interpretative paradigm with a historiographic design. It uses a systematic bibliographic review of the normative on disability.
Strategies/information collection: Review and analysis of primary and secondary sources in three specific areas of study: 1) regulations on intellectual disability in Chile, 2) conceptualization of models of intellectual disability, and 3) historical milestones of disability in the period 1928 and 1950.
Conclusions: The history of the education of people with intellectual disabilities in Chile in this period -based on the study of the regulations- has been permeated from its beginnings by a segregationist and discriminatory model that emerges from the policies, invades the semantics, and generates several constitutive milestones within the discipline of inclusive education, whose epistemological foundations require further study to be understood. The scientific techniques of the time identified, through biomedical parameters, a causal relationship between physical and cognitive underdevelopment. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-17218 |
| 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-172182024-05-03T00:19:50Z Beginnings of inclusive education for people with intellectual disabilities in Chile. A Historical Perspective, 1928-1950 Inicios de la inclusión educativa de personas con discapacidad intelectual en Chile. Una perspectiva histórica 1928-1950 Início da inclusão educativa das pessoas com deficiência intelectual no Chile. Uma perspetiva histórica 1928-1950 Bravo Villa, Ninosca Carmen People with disabilities mental impairment inclusive education history of education mentally handicapped Personas con discapacidad deficiencia mental educación inclusiva historia de la educación impedido mental Pessoas com deficiência deficiência mental educação inclusiva história da educação deficientes mentais Objective: to analyze the historical trajectory of intellectual disability in Chile in the period 1928-1950, starting with the educational reform that states that all citizens must be educated -regardless of their condition-, until the emergence of therapeutic pedagogy, which coincides with the end of the radical governments in Chile. Originality/Contribution: The research arises due to the scarce empirical evidence on the history of intellectual disability in Chile. In this context, research on the history of the education of children with intellectual disabilities is practically non-existent in Chile. Method: The methodology is qualitative and is based on an interpretative paradigm with a historiographic design. It uses a systematic bibliographic review of the normative on disability. Strategies/information collection: Review and analysis of primary and secondary sources in three specific areas of study: 1) regulations on intellectual disability in Chile, 2) conceptualization of models of intellectual disability, and 3) historical milestones of disability in the period 1928 and 1950. Conclusions: The history of the education of people with intellectual disabilities in Chile in this period -based on the study of the regulations- has been permeated from its beginnings by a segregationist and discriminatory model that emerges from the policies, invades the semantics, and generates several constitutive milestones within the discipline of inclusive education, whose epistemological foundations require further study to be understood. The scientific techniques of the time identified, through biomedical parameters, a causal relationship between physical and cognitive underdevelopment. Objetivo: El objetivo de este artículo es analizar la trayectoria histórica de la discapacidad intelectual en Chile en el periodo 1928-1950, desde la reforma educacional que reconoce que todo ciudadano debe educarse independiente de su condición, hasta la aparición de la pedagogía terapéutica, que coincide con el fin de los gobiernos radicales en Chile. Originalidad/Aporte: La investigación surge debido a la escasa evidencia empírica sobre la historia de la discapacidad intelectual en Chile. Investigaciones de la historia de la educación de niños con discapacidad intelectual prácticamente no existen en este país. Método: La metodología es de carácter cualitativo, se sitúa desde un paradigma interpretativo con un diseño historiográfico. Utiliza un diseño conocido como revisión sistemática bibliográfica de la normativa sobre discapacidad. Estrategias/recolección de información: La revisión y el análisis de fuentes primarias y secundarias se realizaron en tres ámbitos específicos de estudio: 1) normativa de la discapacidad intelectual en Chile, 2) conceptualización de modelos de discapacidad intelectual, y 3) hitos históricos de discapacidad en el periodo 1928 y 1950. Conclusión: Se concluye que la historia de la educación de las personas con discapacidad intelectual en Chile en este período ⎯desde el estudio de la normativa⎯ ha estado permeada desde sus inicios por un modelo segregacionista y discriminatorio que emerge de las políticas, invade las semánticas y genera diversos hitos constitutivos de la disciplina que es necesario profundizar para comprender los fundamentos epistemológicos que subyacen a la educación inclusiva. Las técnicas científicas de la época identificaron por medio de parámetros biomédicos una relación causal entre subdesarrollo físico y cognitivo. Objetivo: O objetivo deste artigo é analisar a trajetória histórica da deficiência intelectual no Chile no período 1928-1950, desde a reforma educativa que reconhece que todos os cidadãos devem ser educados independentemente da sua condição, até ao aparecimento da pedagogia terapêutica, que coincide com o fim dos governos radicais no Chile. Originalidade/Contribuição: A investigação surge devido à escassa evidência empírica sobre a história da deficiência intelectual no Chile. A investigação sobre a história da educação das crianças com deficiência mental é praticamente inexistente neste país. Método: A metodologia é de carácter qualitativo, situa-se a partir de um paradigma interpretativo com um desenho historiográfico. Utiliza um desenho conhecido como revisão bibliográfica sistemática dos regulamentos sobre a deficiência. Estratégias/ coleta de datos: A revisão e análise de fontes primárias e secundárias foram efectuadas em três áreas específicas de estudo: 1) regulamentação da deficiência intelectual no Chile, 2) concetualização de modelos de deficiência intelectual, e 3) marcos históricos da deficiência no período de 1928 e 1950. Conclusão: A história da educação de pessoas com deficiência intelectual no Chile neste período - a partir do estudo dos regulamentos - foi permeada desde seus primórdios por um modelo segregacionista e discriminatório que emerge das políticas, invade a semântica e gera diversos marcos constitutivos da disciplina que é necessário aprofundar para compreender os fundamentos epistemológicos que fundamentam a educação inclusiva. As técnicas científicas da época identificaram através de parâmetros biomédicos uma relação causal entre o subdesenvolvimento físico e cognitivo. Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2023-07-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/17218 10.19053/01227238.17218 Revista Historia de la Educación Latinoamericana; Vol. 25 No. 41 (2023): Margarita Práxedes Muñoz (1862-1909); 262-278 Revista Historia de la Educación Latinoamericana; Vol. 25 Núm. 41 (2023): Margarita Práxedes Muñoz (1862-1909); 262-278 2256-5248 0122-7238 10.19053/rhela41 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/17218/13856 Copyright (c) 2023 Revista Historia de la Educación Latinoamericana https://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | People with disabilities mental impairment inclusive education history of education mentally handicapped Personas con discapacidad deficiencia mental educación inclusiva historia de la educación impedido mental Pessoas com deficiência deficiência mental educação inclusiva história da educação deficientes mentais Bravo Villa, Ninosca Carmen Beginnings of inclusive education for people with intellectual disabilities in Chile. A Historical Perspective, 1928-1950 |
| title | Beginnings of inclusive education for people with intellectual disabilities in Chile. A Historical Perspective, 1928-1950 |
| title_alt | Inicios de la inclusión educativa de personas con discapacidad intelectual en Chile. Una perspectiva histórica 1928-1950 Início da inclusão educativa das pessoas com deficiência intelectual no Chile. Uma perspetiva histórica 1928-1950 |
| title_full | Beginnings of inclusive education for people with intellectual disabilities in Chile. A Historical Perspective, 1928-1950 |
| title_fullStr | Beginnings of inclusive education for people with intellectual disabilities in Chile. A Historical Perspective, 1928-1950 |
| title_full_unstemmed | Beginnings of inclusive education for people with intellectual disabilities in Chile. A Historical Perspective, 1928-1950 |
| title_short | Beginnings of inclusive education for people with intellectual disabilities in Chile. A Historical Perspective, 1928-1950 |
| title_sort | beginnings of inclusive education for people with intellectual disabilities in chile a historical perspective 1928 1950 |
| topic | People with disabilities mental impairment inclusive education history of education mentally handicapped Personas con discapacidad deficiencia mental educación inclusiva historia de la educación impedido mental Pessoas com deficiência deficiência mental educação inclusiva história da educação deficientes mentais |
| topic_facet | People with disabilities mental impairment inclusive education history of education mentally handicapped Personas con discapacidad deficiencia mental educación inclusiva historia de la educación impedido mental Pessoas com deficiência deficiência mental educação inclusiva história da educação deficientes mentais |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/17218 |
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