Discapacidad, Educación Inclusiva e Infancia en la Institución Educativa Santa Isabel, Dosquebradas - Risaralda - Colombia
Discapacidad, Educación Inclusiva e Infancia en la Institución Educativa Santa Isabel, Dosquebradas - Risaralda - Colombia
Director
Quiceno Castrillón, Humberto
Autor corporativo
Recolector de datos
Otros/Desconocido
Director audiovisual
Editor/Compilador
Editores
Universidad Tecnológica de Pereira
Tipo de Material
Fecha
2021
Cita bibliográfica
Título de serie/ reporte/ volumen/ colección
Es Parte de
Resumen
El estudio parte de la problemática que se ha presentado frente a la invisibilización que ha tenido el niño históricamente y más específicamente el niño con discapacidad, ya que poco a poco fue cruzando por una serie de paradigmas, pasando de ser totalmente excluido en la sociedad, a ser considerado sujeto de inclusión y sujeto de derechos. Partiendo de estos nuevos paradigmas inclusivos, han surgido diferentes políticas a nivel Internacional, Nacional y Local. La pregunta problema es: ¿Cuál es la relación que hay, en cuanto a los conceptos de discapacidad y de educación inclusiva, que se tiene entre la política pública Internacional, Nacional y Local, con los documentos institucionales; y entre los documentos institucionales, con las percepciones que posee el docente, para llevar esto a cabo; en niñas y niños con discapacidad de básica primaria de la Institución Educativa Santa Isabel de la ciudad de Dosquebradas? La investigación es de corte cualitativa y la metodología fue de “Análisis discursivo” y “Análisis documental”. En la cual, se encontró que no hay una relación directa entre las políticas Internacionales, Nacionales y Locales, con los documentos institucionales y concepciones de los docentes de esta institución, frente a los conceptos de discapacidad y educación inclusiva de la infancia. Como recomendación, es necesario ampliar por parte de la institución y docentes; todo ese bagaje conceptual y teórico frente a los términos ya mencionados; donde también se tenga en cuenta todo lo que plantean las Políticas Públicas de los tres ámbitos.
The study starts from the problem that has arisen in the face of the invisibility that the child has had historically and specifically the child with a disability, since little by little it was crossing a series of paradigms, going from being totally excluded in society, to be considered an object of inclusion and subject of rights. Starting from these new inclusive paradigms, different policies have emerged at the International, National and Local levels. The problem question is: What is the relationship, regarding the concepts of disability and inclusive education, that exists between the International, National and Local public policy, with the institutional documents; and between the institutional documents, with the perceptions that the teacher has, to carry this out; in boys and girls with disabilities in elementary school of the Santa Isabel Educational Institution in the city of Dosquebradas? The research is qualitative, and the methodology was “Discursive Analysis” and “Documentary Analysis”. In which, it was found that there is no direct relationship between International, National and Local policies, with the institutional documents and conceptions of the teachers of this institution, compared to the concepts of disability and inclusive childhood education. As a recommendation, it is necessary to expand on the part of the institution and the teachers; all that conceptual and theoretical baggage compared to the terms already mentioned; where everything raised by the Public Policies of the three areas is also taken into account.
The study starts from the problem that has arisen in the face of the invisibility that the child has had historically and specifically the child with a disability, since little by little it was crossing a series of paradigms, going from being totally excluded in society, to be considered an object of inclusion and subject of rights. Starting from these new inclusive paradigms, different policies have emerged at the International, National and Local levels. The problem question is: What is the relationship, regarding the concepts of disability and inclusive education, that exists between the International, National and Local public policy, with the institutional documents; and between the institutional documents, with the perceptions that the teacher has, to carry this out; in boys and girls with disabilities in elementary school of the Santa Isabel Educational Institution in the city of Dosquebradas? The research is qualitative, and the methodology was “Discursive Analysis” and “Documentary Analysis”. In which, it was found that there is no direct relationship between International, National and Local policies, with the institutional documents and conceptions of the teachers of this institution, compared to the concepts of disability and inclusive childhood education. As a recommendation, it is necessary to expand on the part of the institution and the teachers; all that conceptual and theoretical baggage compared to the terms already mentioned; where everything raised by the Public Policies of the three areas is also taken into account.