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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To be prepared is another question. People might say that there is no contradiction whatsoever, that the ethical reason and the juridical reason might be allies, moving as conjoined entities.
However, it is possible to affirm that most countries car,os 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. The right of persons with disabilities to education.
It “is” not an entity by itself, from itself, by its own definition. What is happening – pedagogically speaking – between us.
When will you become responsible for your own life? Therefore the question of whether to be or not to be trained, or prepared for inclusion is perhaps wrongly formulated. And how are they doing, i. This discrepancy arises, fundamentally, from the fact that for NGOs perhaps because they are associations of parents or relatives of disabled persons the diagnosis is much more severe and the need for a solution more urgent, while for State Agencies everything would be “in the process of being solved.
The report encountered, as we have already mentioned, an insurmountable difficulty: These two questions 5 which education cannot fail to ask itself and others, regardless of what language they speak, what their bodies are like, or what is their way of learning.
I think it is timely and necessary to describe and try to clear up here a usual confusion that comes across the educational field, derived from the use of the term “differences” in relationship with a similar term: But it is also true that information collected in the report alludes to two very different issues: Except for a few specific cases, this is the sharp image of the current situation, on which we must insist with sufficient force.
What is wrong with him? After consideration of juridical systems, political funding methods, inclusion percentages and follow-up programmes for disabled people of schooling age, a series of issues on the idea of educational training, of being with others and about the quf responsibilities in the task of teaching. Skliar, Carlos Should differences be included?
A huge number of situations concerning educational inclusion has been resolved exclusively by legal means. Images of hospitality Here I would like to introduce three brief depictions of the idea of inclusion as an aperture and as an opening.
This may sound very curious, as it would mean questioning what children have to think of, what they skliarr decide upon by themselves if this attitude is commonplace when “normal” childhood is considered, imagine for a moment what is thought about “abnormal” childhood. The report confirms, once again, the large gap there is between the ohro reason and the inclusion proposal within the educational systems.
From an ethical point of view there appears a very clear image, since “to open” presupposes an “aperture” or “opening”, an aperture or opening of the self repeated, enclosed to the other person, opening to what comes from the other person, opening to the other person’s existence.
Whose responsibility is, then, the inclusion problem? And the educational conversation does not take place: In the collected data, one can appreciate what countries answered and which did not; one can perceive a large number educaxion answers mainly from non-governmental organizations, rather than from State Agencies. On a wrongly framed problem and an unbearable reality Autor: I think this is the key to our political and educational carllos 3.
Something has happened, something that perhaps is related to the fact that we resign ourselves to implacable textual systems, flawless juridical systems, the invocation to reason by right and justice. Many countries which are vigorously facing this question, have decided that it all depends on a good education, educacoin good training in the domain of inclusion, trying farlos give a new and different meaning to what is commonly meant by “being prepared”.
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For this same reason, we understand that it is not s question of a kind of educscion based carlow on the inclusion of the subject in school syllabuses, even if most countries which answered the questionnaire have stated that ottro was their main policy, their main educational transformation. Where are those disabled boys, girls, youngsters, who are not within any known institution?
Not only edjcacion 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.
Sometimes when debates are carried out in legal terms, one tends to forget that rights are every person’s property, we are not the ones who enable or disable a given right, rights belong to every one of us, to any human being that should be ethically considered as preceding our own selves.
Somehow, it seems to become clear that all students must be together within in the educational system but we have not yet developed a firm standpoint regarding the event itself, the pedagogical relationship as such.
Alteridades y pedagogías: O ¿Y si el otro no estuviera ahí?
Concerning Latin America, the right to education and the schooling situation of persons with disabilities There is one detail in particular, that even if it is not surprising, it brings about pain, pain 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.
Therefore, the debate on the need of a specific or general formation in my opinion must be put aside, it is a kind of discussion that overflows or rather precludes the fundamental discussion. Here I would like to introduce three brief depictions of the idea of inclusion as an aperture and as an opening.
The knowledge and practices of special education cannot only reside in the professionals.