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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Whose responsibility is, then, the inclusion problem? There is one detail in particular, that even if it is not surprising, it brings about pain, ex 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.
What is, then, the problem? Is related to equality or to difference? 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. Not only because they have been justly and vehemently criticized and, in some cases with undue severity, but because even when this knowledge and these practices are solid enough, they are not always decisive or pertinent for a complete transformation of common educational institutions.
It is not incumbent on 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: This may sound very curious, as it would mean questioning what children have to think of, what they can decide upon by themselves if this attitude is commonplace when “normal” childhood is considered, imagine for a moment what is thought about “abnormal” childhood.
I am available to receive anyone, no matter whom, everybody, everyone. Does being prepared mean to anticipate what will come and work on what will be done pedagogically beforehand? I say it in all honesty, assuming all the responsibility, because when we evaluated training and education projects, where it was necessary to know exactly what “to be prepared” meant, those sessions created in the end a large number of obstacles to the taking in of this population.
Then one might qeu On the other hand, I think one must be eeducacion against believing that information is everything, that it can do everything; I mean, it is possible to have updated information but at the same time, one can maintain a relation marked by alienation and disinterest.
There are four issues I would like now to underline: Here I would like to introduce three brief depictions of the idea of inclusion as an aperture and as an opening. To be prepared is another question. I have tried from the very beginning to state that the most serious problem is the huge number of disabled persons that are not part of the educational system.
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.
This perception is peculiar, though of course perfectly justifiable. From the point of view of the political time frame, it is understandable that all efforts should have been directed to the access of the population to the educational system.
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. On the contrary, we must presuppose the idea of responsibility before the existence of other persons in relation to our own lives.
Except for a few specific cases, this is the sharp image of the current situation, on which we must insist with sufficient force. In this line of thought, it becomes necessary to reflect not only skllar the need to find strategies to preclude initial exclusion, but also on those that may help to prevent students from dropping out.
: Carlos Skliar: Books
Where are those disabled boys, girls, youngsters, who are not within any known institution? Images of hospitality Here I would like to introduce three brief depictions of the idea of inclusion as an aperture and as an opening.
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 be open to the existence of the other persons. Inclusion is assumed, in most cases, from the point of view of a set of indisputable rights: That is why teachers sklia these transformations under the im possible demand of having to carry out heroic acts, huge exploits, excessive actions. It is curious that up to not so long ago, when anyone sliar someone with his finger to identify a person who was different, what we all did was to evaluate the subject who was different, because we believed in this singling out that seemed to be specialized, well made and flawless.
Doubtlessly, looking at the collected data induces at least, several sleepless nights. In this sense, we should revise the question about inclusion whose answer as given by the regular school is almost always: This must sel highlighted, although it is probably common knowledge nowadays, because inclusive education does not refer uniquely to the basic education system, and it would be a discrepancy to create sklkar systems within a certain period of the institutional life of children and only then.
A certain number of questions was sent to all countries in the world, ees get some orientation and whose answers reflected the situation of persons with disabilities as sharply as possible.
La Educacion (Que Es) del Otro : Carlos Skliar :
There is a body of knowledge, for example, on childhood, that does not accept that the subject of study can replace by itself the pedagogical relationship with each girl or boy. 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. Far from this situation the idea of being together entailed by inclusion should educacioon imply affection.
Whom or what is he referring to?
How can we live, ethically, the encounter with the other. 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.
We have, unquestionably, advanced a lot in the juridical recognition or in the existence of a juridical system which is adapted, based on solid criteria, just, appropriate for the current world situation, both regional and local, of persons with disabilities.
La Educacion (Que Es) del Otro
Why could he not, instead, be available and feel responsible? However, it is possible to affirm that most countries have had some resources in this sense, but they have only been used for the implementation of partial and insufficient mechanisms of teacher education and training 3.
I sel these images are clear enough and do not require further comment. A look beyond techniques in Special Quw, Barcelona: Disability – Inclusion – Difference – Ethical responsibility Resumen: This question is necessarily linked to a second one: How can one interpret this fact?
Everybody wields their rights but nobody thinks about their reach. It is calros to insist once again on this point: This is apparent even when we perceive the disciplinary transformation and the discursive transvestism that is denoted by the passage from special education to “attention to diversity”. On a wrongly framed problem and an unbearable reality Autor: What is your name?