Análisis epistemológico de la Educación Especial en Costa Rica
This article has been developed to socialize the research results obtained by the Inter-Institutional Committee of Epistemology Analysis of the Special Education in Costa Rica. It aimed to answer questions such as; what does Special Education means in this historic moment? Where should it go as a di...
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Universidad de Costa Rica
2018
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| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/aie/article/view/33066 |
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| author | Castillo Cordero, Karla Deliyore Vega, Rocío González Rojas, Viviana Madriz Bermúdez, Linda María Marín Arias, María Gabriela Meléndez Rodríguez, Lady Montenegro Araya, Flory Rodríguez Araya, Roxana Segura Castillo, Mario Alberto Solórzano Salas, Julieta |
| author_facet | Castillo Cordero, Karla Deliyore Vega, Rocío González Rojas, Viviana Madriz Bermúdez, Linda María Marín Arias, María Gabriela Meléndez Rodríguez, Lady Montenegro Araya, Flory Rodríguez Araya, Roxana Segura Castillo, Mario Alberto Solórzano Salas, Julieta |
| author_sort | Castillo Cordero, Karla |
| collection | Revista Actualidades Investigativas en Educación (AIE) |
| description | This article has been developed to socialize the research results obtained by the Inter-Institutional Committee of Epistemology Analysis of the Special Education in Costa Rica. It aimed to answer questions such as; what does Special Education means in this historic moment? Where should it go as a discipline? What should be the role of the special educator in the coming years? In order to respond to these questions, it was necessary to perform two academic meetings of epistemological analysis with several different actors linked with Special Education, whose shares were registered and studied among qualitative hermeneutic strategies. The group of participants was divided in groups using the Meta action methodology to reflect on the proposed topic. It was concluded that the Special Education needs to be systematically transform in the light of the inclusive education principles, the services offered to the students needs to be reorganized, and it is needed to eliminate practices that respond to the deficit of students with disabilities. Finally, it calls to eliminate segregation practices toward this group of students. To achieve these changes, it is necessary to articulate efforts among different instances; such as universities, the Ministry of Public Education, families, and schools within the system. The reflex ions offered are just the first attempt to rethink the epistemology of the current Special Education discipline, aiming to generate changes to achieve an equal education for all students. |
| format | Online |
| id | INIE-RAIE-article-33066 |
| institution | Instituto de Investigación en Educación (INIE) |
| language | spa |
| publishDate | 2018 |
| publisher | Universidad de Costa Rica |
| record_format | ojs |
| spelling | INIE-RAIE-article-330662023-06-07T19:49:51Z Epistemological analysis of Special Education in Costa Rica Análisis epistemológico de la Educación Especial en Costa Rica Castillo Cordero, Karla Deliyore Vega, Rocío González Rojas, Viviana Madriz Bermúdez, Linda María Marín Arias, María Gabriela Meléndez Rodríguez, Lady Montenegro Araya, Flory Rodríguez Araya, Roxana Segura Castillo, Mario Alberto Solórzano Salas, Julieta special education inclusive education epistemology teacher role educación especial educación inclusiva epistemología rol del docente This article has been developed to socialize the research results obtained by the Inter-Institutional Committee of Epistemology Analysis of the Special Education in Costa Rica. It aimed to answer questions such as; what does Special Education means in this historic moment? Where should it go as a discipline? What should be the role of the special educator in the coming years? In order to respond to these questions, it was necessary to perform two academic meetings of epistemological analysis with several different actors linked with Special Education, whose shares were registered and studied among qualitative hermeneutic strategies. The group of participants was divided in groups using the Meta action methodology to reflect on the proposed topic. It was concluded that the Special Education needs to be systematically transform in the light of the inclusive education principles, the services offered to the students needs to be reorganized, and it is needed to eliminate practices that respond to the deficit of students with disabilities. Finally, it calls to eliminate segregation practices toward this group of students. To achieve these changes, it is necessary to articulate efforts among different instances; such as universities, the Ministry of Public Education, families, and schools within the system. The reflex ions offered are just the first attempt to rethink the epistemology of the current Special Education discipline, aiming to generate changes to achieve an equal education for all students. El presente artículo se ha desarrollado con el fin de dar a conocer los resultados del trabajo de investigación elaborado por la Comisión Interinstitucional para el Análisis Epistemológico de la Educación Especial en Costa Rica, la cual se planteó responder a las preguntas ¿Qué es la Educación Especial en este momento histórico? ¿Hacia dónde debe ir? y ¿Cuál será el rol del docente de Educación Especial en los próximos años? A propósito de esto, se acudió a dos jornadas de análisis epistemológico, con diversos actores vinculados a la Educación Especial, cuyas participaciones e informaciones fueron registradas y estudiadas mediante estrategias cualitativas de tipo hermenéutico. Dicha población se organizó en talleres, donde se aplicó la metodología de Meta acción en virtud de reflexionar sobre los problemas planteados previamente. Finalmente, se concluye que la Educación Especial debe transformarse de modo sistémico, a la luz de los principios de la educación inclusiva, replantear su organización y eliminar toda práctica actual que responda al déficit o promulgue prácticas segregacionistas. Dicha transformación debe articular los esfuerzos de diversas instancias del proceso educativo, como universidades, el Ministerio de Educación Pública, familias, centros educativos, entre otros. Las reflexiones aquí expuestas constituyen un primer acercamiento para repensar la epistemología actual de la Educación Especial, con miras a generar una verdadera educación para todos Universidad de Costa Rica 2018-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion qualitative research Article investigación cualitativa application/pdf text/html https://revistas.ucr.ac.cr/index.php/aie/article/view/33066 10.15517/aie.v18i2.33066 Actualidades Investigativas en Educación; Vol. 18 No. 2: (May - August) Actualidades Investigativas en Educación; Vol. 18 Núm. 2: (Mayo - Agosto) Actualidades Investigativas en Educación; v. 18 n. 2: (Mayo - Agosto) 1409-4703 spa https://revistas.ucr.ac.cr/index.php/aie/article/view/33066/32542 https://revistas.ucr.ac.cr/index.php/aie/article/view/33066/33717 Derechos de autor 2018 Actualidades Investigativas en Educación |
| spellingShingle | special education inclusive education epistemology teacher role educación especial educación inclusiva epistemología rol del docente Castillo Cordero, Karla Deliyore Vega, Rocío González Rojas, Viviana Madriz Bermúdez, Linda María Marín Arias, María Gabriela Meléndez Rodríguez, Lady Montenegro Araya, Flory Rodríguez Araya, Roxana Segura Castillo, Mario Alberto Solórzano Salas, Julieta Análisis epistemológico de la Educación Especial en Costa Rica |
| title | Análisis epistemológico de la Educación Especial en Costa Rica |
| title_alt | Epistemological analysis of Special Education in Costa Rica |
| title_full | Análisis epistemológico de la Educación Especial en Costa Rica |
| title_fullStr | Análisis epistemológico de la Educación Especial en Costa Rica |
| title_full_unstemmed | Análisis epistemológico de la Educación Especial en Costa Rica |
| title_short | Análisis epistemológico de la Educación Especial en Costa Rica |
| title_sort | analisis epistemologico de la educacion especial en costa rica |
| topic | special education inclusive education epistemology teacher role educación especial educación inclusiva epistemología rol del docente |
| topic_facet | special education inclusive education epistemology teacher role educación especial educación inclusiva epistemología rol del docente |
| url | https://revistas.ucr.ac.cr/index.php/aie/article/view/33066 |
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