El contenido de esta página requiere una versión más reciente de Adobe Flash Player.

Obtener Adobe Flash Player

El contenido de esta página requiere una versión más reciente de Adobe Flash Player.

Obtener Adobe Flash Player

El contenido de esta página requiere una versión más reciente de Adobe Flash Player.

Obtener Adobe Flash Player

 

2017 - Vol. 11, Num. 2  
           
 

Inclusion of People with Disabilities in Higher Education from a Social Responsibility Approach, within a Discourse Transitions Context related to the Integration/Inclusion Binomio

 
      
  Verónica Rubio Aguilar
   
  Abstract    
   
 

This article summarizes the main reflections based on a qualitative research aimed to unveil the sense of social responsibility found in the participating faculty discourse of the inclusive education project at Santo Tomas Institutions of Viña del Mar from the law Nª19.284 about social integration, to the current law Nª20.422 about educational inclusion, and will provide clues about their own beliefs and values. Therefore, from those discourses, the necessary social and pedagogic practices will be deconstructed, strengthened or transformed in order to achieve a truly inclusive higher education for people with disabilities. The results organized in three discourses: education, a key human right, contradictions of inclusion, and the pending debt from society in relation to inclusion, account for an integration discourse to the detriment of an inclusive discourse, leaving the social responsibility meaning reduced to goodwill individual pedagogic practices, being the pending challenge to construct a collective counter-hegemonic discourse, with a social responsibility sense sustained from the rights approach, by reciprocity, universality and diversity.

 
   
  Key words  
   
 

Social responsibility, Higher education, Disabilities, Social values, Human rights.

 
   
 Complete Text  
 
  Full text in Spanish, PDF  
 
  Reference  
 
 
Rubio Aguilar, V. (2017). Inclusión de personas en situación de discapacidad en educación superior, desde el enfoque de la responsabilidad social, en un contexto de transiciones discursivas respecto del binomio integración/inclusión. [Inclusion of people with disabilities in higher education from a social responsibility approach, within a discourse transitions context related to the integration/inclusion binomio]. Revista Latinoamericana de Educación Inclusiva, 11(2), 199-216.
Consultado en http://www.rinace.net/rlei/numeros/vol11-num2/art11.pdf
 
 

El contenido de esta página requiere una versión más reciente de Adobe Flash Player.

Obtener Adobe Flash Player