La Educación (Que Es) Del Otro by Carlos Skliar at – ISBN – ISBN – Novedades Educativas – Report. El cuidado del otro de Carlos Skliar. PC. Paola Clavijo. Updated 18 April Transcript. EL CUIDADO. DEL OTRO. GRACIAS. Choose a template. “La educación es el lugar de la relación, del encuentro con el otro. Es esto lo que es en primer lugar y por encima de cualquier otra cosa. Es esto lo que la hace.
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Someone might say, and justly so, that the first step is to “force” once for all the access of this population to educational institutions. The serious problem of high drop-out rates depends on these two questions.
It must be recognized, in all honesty, that this report tackles all governmental levels, that it pretends to cast a world-wide look at the educational situation of persons with disabilities, that rakes through every corner on the planet in search for relevant information to rethink specific public policies.
I think it is timely and necessary to describe and try to clear up here a usual confusion that comes across the educational field, derived from the use of the term “differences” in relationship with a similar term: To be prepared is another question. I am talking about looking at a person without judging him or condemning him a priorito look at others enabling other forms of existence different to ours, to salute, to welcome, to ask, give way, allow, enable, let do, allow to do, suggest, speak, etc.
In the second situation, where the population, albeit a minority body, is present, the problem is of a qualitative nature, relative to the kind of schooling projects that may or may not address their individual characteristics. People might say that there is no contradiction whatsoever, that the ethical reason and the juridical reason might be erucacion, moving as conjoined entities. But with this general and fuzzy assertion, complexity and seriousness quickly get sklira.
What am I referring to? The report shows in crystal-clear terms that the problem becomes more complex when we think of how educational institutions search within their community or identify in it the places where this population lives, their way of life, their day-to-day experiences.
There is one detail in particular, that even if skliag is not surprising, it brings about pain, pain I say, that comes from and represents part of the language of the ethical position that I have exucacion, concerning the right to education of disabled persons in Latin America.
This discrepancy arises, fundamentally, from the fact that for NGOs perhaps because they are associations of parents or relatives of disabled persons the diagnosis is much more severe and the need for a solution more urgent, while for State Agencies everything would be “in the process of being solved.
Concerning Latin America, the right to education and the schooling situation of persons with disabilities There is one detail in particular, that even if it is not surprising, it brings about pain, pain I say, that comes from and represents part of the language of the ethical position that I have assumed, concerning the right to education of disabled persons in Latin America.
An inclusion proposal requires the instrumentation of varied policies, that should be both integrated and enabled simultaneously. To turn this debate more transparent, in the first situation, that alludes to the absence of the majority of the population, we consider that carlow is essentially a quantitative problem. Notions of disability I do not think I am wrong when I eel that the report in question presents three broad ways of thinking about the possible meanings of inclusive education.
Perhaps inclusion will allow us to rediscover an educational ethics in both of them.
I would like to end this presentation with a brief discussion on some questions that are even farther away from the literary and material connotations of the report but that, certainly, in their privacy, they are at their heart’s centre.
Skliar, Carlos Should differences be included?
A huge number of situations concerning educational inclusion has been resolved exclusively by legal means. I think something has happened that has made constitutional systems and juridical language ever more perfect.
Change in these institutions does not only depend on a disciplinary transference from special education to regular education. This is the object of permanent discrepancies by specialists who never get to the point of defining precisely what is meant by being prepared when teachers have to work with psychotic children or children with multiple disabilities.
It is not incumbent oro me nor am I in favour of stating what inclusion should be and I reassert it now, as this is the main conclusion drawn after an in-depth reading of the report: There are on our continent, financing levels that are relatively adequate but are not directly related to the content and aims of juridical texts on inclusion.
How many disabled persons are within the educational system? Partly in contradiction to what I previously stated, I want to record that the origin of dep word inclusion can be found in the Latin expression in-clauserei. If the first question sklisr be reformulated is related to formation tradition and thematic compartmentalization, the second one should be related to another kind of things, even if their effects might be similar in some degree. Disability – Inclusion – Difference – Ethical responsibility Resumen: And even though at the beginning of this experience of inclusion, in its accessibility, there is a deletion of the norm, the fact that the difference keeps being a difference, might induce the creation of novel forms of standardization.
The right of persons with disabilities to education. However, what nowadays is being questioned is not the subject who is different but rather the one who is pointing at him.
Here I would like to introduce three brief depictions of the idea of inclusion as an aperture and as an oa. It must be remembered that the opinions regarding the alleged anachronism of special education were induced, amongst other reasons, precisely by virtue of hyper-specialization, i. Has educational inclusion anything to do with equality and with difference?
The percentage of disabled persons of school age that effectively are within the educational system is extremely small, regardless of whether this system sets out a sharp division between special and common education, or if it comprises a unique student body in its general system of education. The idea of availability and responsibility is, unquestionably, of a clear ethical nature.
La Educacion (Que Es) del Otro: Carlos Skliar: Books –
There have been painful situations in this sense: Rather than being prepared, in the sense of anticipation of some kind of educational situation in particular, what really matters, what is worthwhile, is to be available, to oro open to the existence of the other persons.
Thus, differentiation, on top of educacipn a political process, constitutes a cultural and educational trap, that leads, for example, to the consideration of women as the different ones when considering gender, the black as different when it is a question of race, fs and old people as different with respect to age, the disabled persons as different in relationship with corporal, intellectual normality, etc.
How can we avoid this identification of the subject with a thematic category? Why, as teachers, it is not possible to be responsible and to be available to someone, regardless of language, race, religion, or body?
Does being prepared mean to anticipate what will come and work on what will be done pedagogically beforehand? Doubtlessly, looking at the collected data induces at lla, several sleepless nights.