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Título : Educación para todos: problematización del discurso sobre educación inclusiva, como dispositivo gubernamental
Autor : Ramírez Pineda, Kelly Vanesa
metadata.dc.subject.*: Dislexia
Educación inclusiva
Necesidades educativas especiales
Fecha de publicación : 2018
Editorial : Universidad de Antioquia
Citación : Ramírez, K.V. (2018). Educación para todos : problematización del discurso sobre educación inclusiva, como dispositivo gubernamental. (Tesis de Maestría). Universidad de Antioquia, Medellín
Resumen : Problematizing the discourse of inclusive education as a governmental device, allows access to fields that both state legislation and the school ignore. Through this narrative exercise it is intended to account for how the governmental device penetrates the family sphere, allowing to evidence the existing gap between the triad State - School and Family within the framework of the normative dispositions created to attend the special educational needs of some students, which in this case refers to dyslexia. The knowledge-power relations existing between the Discourse of Inclusive Education, educational legislation and the lived experience are reflected through the narrative biographical approach, having as main strategy the history of life and, as a method, the problematization of Michael Foucault, to answer the following questions posed: How do knowledge-power relations operate in the discourse on inclusive education from a governmental perspective? How do these relationships get tense in the life history of a student diagnosed with learning difficulties, in their school and family environment? Finally, the dialogical education is proposed as a starting point and meeting point in educational and pedagogical practices, beyond the inclusion-exclusion distinctions.
Aparece en las colecciones: Maestrías en Educación

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