| dc.creator |
Marta Infante |
|
| dc.date |
2010-01-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:05:12Z |
|
| dc.date.available |
2015-07-20T22:05:12Z |
|
| dc.identifier |
0716-050X |
|
| dc.identifier |
0718-0705 |
|
| dc.identifier |
https://doaj.org/article/ff33183d282a46d58154da5e0a63b83f |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/9591 |
|
| dc.description |
El presente artículo busca cuestionar la inclusión educativa, entendida como un proceso que intenta abordar situaciones y espacios de exclusión en el sistema educativo y los desafíos que éste plantea a la formación de profesores. Primero, se analiza el concepto de inclusión desde una perspectiva contemporánea; segundo, se discuten los riesgos que tiene el entenderla desde el campo de la educación especial; tercero, se plantean algunas limitaciones a la inclusión educativa existentes en la formación docente, y cuarto, se describen tres posibilidades a considerar para la formación de un nuevo profesional que utilice la inclusión educativa como una forma de responder, abordar y celebrar la diversidad en nuestro sistema educativo.<br>This article aims to analyze educational inclusion as an educational device that breaks with exclusionary practices and spaces in the educational system and the challenges that offer to pre-service teachers’ formation. First, the concept of inclusion from a contemporary perspective is examined, second, the risks of understanding it from the special education field are discussed, third, current restrictions to inclusion development in teachers’ formation programs are shown and fourth, three proposals for a new teacher that utilizes inclusion as a road to respond, accept, and celebrate diversity in our educational system are described. |
|
| dc.language |
English |
|
| dc.language |
Spanish |
|
| dc.language |
Portuguese |
|
| dc.publisher |
Universidad Austral de Chile. Facultad de Filosofía y Humanidades |
|
| dc.relation |
http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-07052010000100016 |
|
| dc.relation |
https://doaj.org/toc/0716-050X |
|
| dc.relation |
https://doaj.org/toc/0718-0705 |
|
| dc.source |
Estudios Pedagógicos (Valdivia), Vol 36, Iss 1, Pp 287-297 (2010) |
|
| dc.subject |
inclusión educativa |
|
| dc.subject |
formación inicial docente |
|
| dc.subject |
exclusión |
|
| dc.subject |
educación especial |
|
| dc.subject |
identidades |
|
| dc.subject |
aprendizaje |
|
| dc.subject |
educational inclusion |
|
| dc.subject |
teachers’ initial formation |
|
| dc.subject |
exclusion |
|
| dc.subject |
special education |
|
| dc.subject |
identities |
|
| dc.subject |
learning |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
DESAFIOS A LA FORMACION DOCENTE: INCLUSION EDUCATIVA Challenges to teacher education: Educational inclusion |
|
| dc.type |
article |
|