El saber pedagógico y epistémico en educación especial y su reto migratorio hacia la educación inclusiva
El saber pedagógico y epistémico en educación especial y su reto migratorio hacia la educación inclusiva
Authors
Vásquez Burgos, Karina
Sobarzo Ruiz, Rodrigo
Mansilla Sepúlveda, Juan
Leiva Moreno, German
Monteverde Sanchez, Alessandro
Sobarzo Ruiz, Rodrigo
Mansilla Sepúlveda, Juan
Leiva Moreno, German
Monteverde Sanchez, Alessandro
Authors
Date
Datos de publicación:
10.20511/pyr2020.v8nSPE1.491
Keywords
Episteme - Educación inclusiva - Educación especial - Saber pedagógico
Collections
Abstract
El propósito del presente artículo de reflexión es compartir ideas del marco comprensivo en el
saber pedagógico y epistémico de la Educación Especial. Lo que permite, abordar las
construcciones que enfrenta el cambio paradigmático de migración hacia una Educación
Inclusiva, que a partir del siglo XX toma un carácter protagónico en los saberes pedagógicos de
la educación latinoamericana. Entre los discursos que involucra la Educación Inclusiva, se
encuentra la igualdad de oportunidades, con evidentes vacíos epistemológicos al interior del saber
pedagógico, generando sutilezas híbridas e incoherentes referente a los desafíos y dilemas que
propende la inclusión de estudiantes en los sistemas educativos tradicionales. Estos dilemas
paradigmáticos y epistemológicos que ronda esta migración de una tradicionalidad de saberes en
la Educación Especial, es el motivo de análisis crítico, que es llevadero para problematizar las
inconsistencias que se están generando producto de la re-significación de una pedagogía, que
desde sus inicios consideró una educación bajo procesos de normalización, con tendencias
exclusoras e inclusoras y que actualmente presenta ideas transformista, sobre un enfoque en
evolución que busca una episteme fundada en la Educación Inclusiva.
The purpose of this article of reflection is to share ideas of the comprehensive framework in the pedagogical and epistemic knowledge of Special Education. What it allows, to address the constructions facing the paradigmatic shift of migration towards an Inclusive Education that from the XX century takes a leading character in the pedagogical knowledge of Latin American education. Among the discourses that Inclusive Education involves, there is equality of opportunities, with evident epistemological gaps within pedagogical knowledge, generating hybrid and incoherent subtleties referring to the challenges and dilemmas that the inclusion of students in traditional educational systems tends to. These paradigmatic and epistemological dilemmas that surround this migration of a traditional knowledge in Special Education, is the reason for critical analysis, which is bearable to problematize the inconsistencies that are being generated as a result of the re-signification of a pedagogy, that from its Early considered an education under normalization processes, with exclusionary and even tendencies and that currently presents transforming ideas, on an approach in evolution that seeks an episteme based on Inclusive Education.
The purpose of this article of reflection is to share ideas of the comprehensive framework in the pedagogical and epistemic knowledge of Special Education. What it allows, to address the constructions facing the paradigmatic shift of migration towards an Inclusive Education that from the XX century takes a leading character in the pedagogical knowledge of Latin American education. Among the discourses that Inclusive Education involves, there is equality of opportunities, with evident epistemological gaps within pedagogical knowledge, generating hybrid and incoherent subtleties referring to the challenges and dilemmas that the inclusion of students in traditional educational systems tends to. These paradigmatic and epistemological dilemmas that surround this migration of a traditional knowledge in Special Education, is the reason for critical analysis, which is bearable to problematize the inconsistencies that are being generated as a result of the re-signification of a pedagogy, that from its Early considered an education under normalization processes, with exclusionary and even tendencies and that currently presents transforming ideas, on an approach in evolution that seeks an episteme based on Inclusive Education.