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      Consideraciones epistemológicas para una educación inclusiva Translated title: Considerações epistemológicas para uma educação inclusiva Translated title: Considérations épistémologiques pour une éducation inclusive Translated title: Epistemiological considerations for an inclusive education

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          Abstract

          Este artículo realiza un análisis en torno a las principales dificultades epistemológicas que hoy, enfrenta el enfoque de educación inclusiva, a la luz del discurso de igualdad de oportunidades. Inicialmente, describe un cierto vacío epistémico al interior de las ciencias de la educación y, por tanto, un saber pedagógico incoherente, respecto de los dilemas fundacionales que éste se ha propuesto resolver. Se observa un modelo de desplazamiento que avanza por encima de problemáticas del nuevo siglo, evidenciando un modelo o enfoque paradigmático híbrido o pre-construido, frente a los desafíos y transformaciones que las sociedades post-modernas exigen en tiempos de exclusión. Se concluye sobre la necesidad de avanzar hacia el aseguramiento de un campo de problematización curricular, didáctica y evaluativa oportuna en la materia.

          Translated abstract

          Neste artigo se realiza uma análise em relação às principais dificuldades epistemológicas que, hoje em dia, enfrenta a perspectiva da educação inclusiva, considerando o discurso de igualdade de oportunidades. Inicialmente, evidencia-se uma espécie de vazio epistêmico no interior das ciências da educação e, portanto, o saber pedagógico sobre os dilemas fundacionais que esse discurso pretendia resolver se torna incoerente. Observa-se um modelo que exclui as problemáticas do novo século, evidenciando um modelo ou uma perspectiva paradigmática híbrida ou pré-construída, diante dos desafios e as transformações que exigem as sociedades pós-modernas em tempos de exclusão. Concluiu-se que existe a necessidade de avançar para garantir que haja um campo de problematização do currículo, da didática e da avaliação oportuna na matéria.

          Translated abstract

          Cet article fait une analyse penchée sur les principales difficultés épistémologiques éprouvées par l’approche d’éducation inclusive aujourd’hui, à la lumière du discours de l’égalité des chances. Au début, il décrit un certain vide épistémologique à l’intérieur des sciences de l’éducation et, par conséquent, un savoir pédagogique incohérent, sur les dilemmes fondateurs qu’il s’est proposé de résoudre. L’on y observe un modèle de déplacement progressant au-dessus des problématiques du nouveau siècle, tout en mettant en évidence un modèle (ou une approche) hybride ou préconstruit, vis-à-vis des défis et des transformations exigées par les sociétés en temps d’exclusion. La conclusion tirée indique qu’il est nécessaire d’avancer vers la sécurisation d’un champ de problématisation curriculaire, didactique et évaluative pertinent dans ce domaine.

          Translated abstract

          This article analyzes the main epistemological difficulties that, nowadays, the inclusive educational perspective faces, within the idea of equal opportunities. Initially, it describes a certain epistemic emptiness in the center of the sciences of education and, therefore, an incoherent pedagogical knowledge about foundational dilemmas. A moving displacement model is seen, moving faster than the new century problems; it shows a hybrid- paradigmatic or pre-constructed model or perspective that faces the challenges and transformations that post-modern societies demand in exclusion eras. It is concluded that there is a need to move towards an appropriate assurance of a curricular, didactic and evaluative problematization.

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          The Discovery of Grounded Theory

          <p>Most writing on sociological method has been concerned with how accurate facts can be obtained and how theory can thereby be more rigorously tested. In The Discovery of Grounded Theory, Barney Glaser and Anselm Strauss address the equally Important enterprise of how the discovery of theory from data--systematically obtained and analyzed in social research--can be furthered. The discovery of theory from data--grounded theory--is a major task confronting sociology, for such a theory fits empirical situations, and is understandable to sociologists and laymen alike. Most important, it provides relevant predictions, explanations, interpretations, and applications.</p><p>In Part I of the book, Generation Theory by Comparative Analysis, the authors present a strategy whereby sociologists can facilitate the discovery of grounded theory, both substantive and formal. This strategy involves the systematic choice and study of several comparison groups. In Part II, The Flexible Use of Data, the generation of theory from qualitative, especially documentary, and quantitative data Is considered. In Part III, Implications of Grounded Theory, Glaser and Strauss examine the credibility of grounded theory.</p><p>The Discovery of Grounded Theory is directed toward improving social scientists' capacity for generating theory that will be relevant to their research. While aimed primarily at sociologists, it will be useful to anyone Interested In studying social phenomena--political, educational, economic, industrial-- especially If their studies are based on qualitative data.</p></p>
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            The Practical: A Language for Curriculum

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              El sentido práctico

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                Author and article information

                Contributors
                Role: ND
                Journal
                ip
                Investigación y Postgrado
                Investigación y Postgrado
                Universidad Pedagógica Experimental Libertador. Vicerectorado de Investigación y Postgardo
                1316-0087
                October 2014
                : 29
                : 2
                : 83-111
                Affiliations
                [1 ] Universidad Los Leones (ULEONES)
                Article
                S1316-00872014000200005
                1fd2c0f9-f72f-4f59-8a16-9d9b66b5fb8d

                http://creativecommons.org/licenses/by/4.0/

                History
                Product

                SciELO Venezuela

                Self URI (journal page): http://www.scielo.org.ve/scielo.php?script=sci_serial&pid=1316-0087&lng=en
                Categories
                EDUCATION & EDUCATIONAL RESEARCH

                Educational research & Statistics
                educação inclusiva,epistemologia,ciência educacional,pós-modernidade,épistémologie,diversité,postmodernité,educación inclusiva,science éducative,ciencia educativa,diversidade,éducation inclusive,diversidad,postmodernidad,inclusive education,epistemology,educational science,diversity,postmodernity,epistemología

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