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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How can we avoid this identification of the subject with a thematic category?
It is what is known as “lack of political will”. This paper proposes an ethical reinterpretation of the right to education of persons with disabilities, with emphasis csrlos made on the situation in Latin America. Jean-Luc Nancy, To be singular pluralMadrid: Special Relator’s report on the right to education.
To exemplify what has just been asserted, I must go back to the four central points I started my intervention carlox, thus showing the reality of current inclusive policies in most of our continent.
What is wrong with him?
In the first place, the temporality of the projecti. A theoretical and historical revision in greater detail should be made around this question; however there is the feeling that in most countries, inclusion has been the result of direct and exclusive action by special education bodies. Except for a few specific cases, this is the sharp image of the current situation, on which we must insist with sufficient force. In fact, in many schools from many different countries, inclusion seems to be associated specifically to a metaphor about opening the doors of schools, while exclusion, would be related with the opposite, i.
The problem experienced by those who are in the educational system is not a minor one, either. In principle, this affirmation is a direct way of precluding people from identifying inclusion as a movement that depends entirely on the special education system, its institutions, professionals, families and on their knowledge.
Whose problem is inclusion? If there is no affection in inclusion we would be creating a far too paradoxical scenario: However, in this particular context, it can have a very precise root. An inclusion proposal requires the instrumentation of varied policies, that should be both integrated and enabled simultaneously.
Does being prepared mean to anticipate what will come and work on what will be done pedagogically beforehand? The enormous effort that still has to be done becomes necessary in order to understand that education belongs to the child, it is not directed towards the child, it belongs to him, it is his property.
Alteridades y pedagogías: O ¿Y si el otro no estuviera ahí?
Inclusion is assumed, in most cases, from the point of view of a set of indisputable rights: 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.
Thus, this is how we should interpret it in the mouths of those who utter the word “inclusion” regardless of the meaning we attribute to the word inclusion. This is about transforming this record that starts with a question pointed at the other person, to a question that answers constantly what goes on among ourselves.
Why could he not, instead, be available and feel responsible?
This is directly related to a lack of information that forewarns a historical evolution and an ethical dimension of a unique nature: Change in these institutions does not only depend on a disciplinary transference from special education to regular education.
One can realize how in many countries on our continent these two questions are educaciin unrelated, dissociated, divorced.
Thus, ds, on top of being 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, children and old people as different with respect to age, the disabled persons as different in relationship with corporal, intellectual normality, etc.
Universidad Nacional de La Plata. And although it can be intuited that this is a critical problem, it is no longer a lament for something “that is in crisis”, but that we are facing a truly dramatic question – and it would not be at all incorrect to put it in these terms because it is related, first and foremost, with the conditions of existence of others and also with our own lives.
But this is done at the same time as one trips over the first stone, as the first obstacle is encountered, namely, not being able to determine the real extent of the problem.
And how are they doing, i. What is happening – pedagogically speaking – between us. And it is not carlod a matter of proclaiming policies of universal access to institutions, unrestricted access of all disabled personas to schools, but at the same time, within the same timeframe, creating a thinking pattern and a sensitivity associated to the meaning of being together, educaicon why and wherefore of being together, the conception of being together.
It “is” not an entity by itself, from itself, by its own definition.
In the collected data, one can appreciate what countries answered and which did not; one can perceive a large number of answers mainly from non-governmental organizations, rather than from State Agencies.
Not only because they have been justly and vehemently criticized and, in some cases with undue severity, but because even educacoon this knowledge and these practices are solid enough, they are not always decisive or pertinent for a complete transformation of common educational institutions. Evidently, this is a myriad of questions, a myriad of issues, that perhaps most of our countries are not yet able to answer.
El cuidado del otro de Carlos Skliar by Paola Clavijo on Prezi
I believe, in particular, that relational knowledge comes before disciplinary knowledge, but the reverse is not true: What is your name? I would like to end this presentation with two important questions that, in my opinion, are at the heart, or pith, of the act of teaching and in consequence they are also concerned with inclusion. What can the expressions “to be prepared” and “not to be prepared” mean? The idea of availability and responsibility is, unquestionably, of a clear ohro nature.