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.

Author: Kazralmaran Sazilkree
Country: El Salvador
Language: English (Spanish)
Genre: Education
Published (Last): 25 June 2005
Pages: 321
PDF File Size: 3.69 Mb
ePub File Size: 11.27 Mb
ISBN: 615-9-47112-719-3
Downloads: 8145
Price: Free* [*Free Regsitration Required]
Uploader: Nenris

Lz 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. Perhaps we should consider as valid the lla ethical-discursive position: Without the intention of judging this procedure either right or wrong, I wonder if this idea of inclusion might not have to do with an acceptance, with a welcome, with a certain way of saying “feel at home “, of offering hospitality to the other person.

La Educacion (Que Es) del Otro: Carlos Skliar: Books –

To exemplify what has just been asserted, I must go back to the four central points I started my intervention with, thus showing the reality of current inclusive policies in most of our continent. In any case, we should rather talk about being predisposed, or expressed in a more emphatic terms, we should talk about “being available”, in particular, in the sense of gainsaying and placing under suspicion the archetypical idea based on the belief of the existence of common, normal children.

How do you go about learning? It is a question of movement, of a tension associated with the creation of spaces – not so much of teaching and learning in traditional terms – but of establishing a peculiar conversational style between the educational community, the family and the children regarding what we do with school, what we do with the schooling project, what we deo with what we call inclusion.

This may sound very curious, as it would mean questioning what children have carls 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 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. Notions of disability I do not think I am wrong when I state that the report in question presents three broad ways of thinking about the possible meanings of inclusive education.

  IEC 60891 PDF

I do not think I am wrong when I state that the report in question presents three broad ways of thinking about the possible meanings of inclusive education. And then to be able to think, as I mentioned earlier: What do you want from us?

This is the object of permanent discrepancies by specialists who never get to the point of defining precisely what is meant by being prepared when teachers have to work with psychotic children or children with multiple disabilities.

Now, to the question of formative tradition and the excess of juridical reason, another problem has to be added and thought of, a problem for which I would like to coin the word differentiation. In this line of thought, it becomes necessary to reflect not only on the need to find strategies to preclude initial exclusion, but exucacion on those that may help to prevent students from dropping out.

We have, unquestionably, advanced a lot in the juridical sjliar or in the existence of a juridical system which is carlls, based on solid criteria, just, appropriate for the current world situation, both regional and local, of persons with disabilities.

Change in these institutions does not only depend on a disciplinary transference from special education to educavion education. How not to fall into the temptation of confusing a deaf person with the theme “deafness”, a blind person with the subject “blindness”, a foreigner with the subject foreignness?

To laa temporal reach and family choice, a third element should be added to the relationship between inclusion and justice, that has to do with the children’s right to express their opinions.

But it is not only a question of statistics, it is not a question of just knowing what the number of people we are referring to is, or to what extent this quantification announces a certain kind of problem.

However, what nowadays is being questioned is not the subject who is different but rather the one who is pointing at him. It is clear that the question of financing of public policies in education must be the object of careful discussion.

Books by Carlos Skliar (Author of No Tienen Prisa Las Palabras)

The knowledge and practices of special education cannot only reside in the professionals. Here I assume a position which is in part contrary to educational tradition. 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.


Is related to equality or to difference? The paradox lies, then, in pretending to discuss the extent of a problem without having data to enable measuring it with precision: I do not think that “inclusion” must come first, and then to ponder on what living together at school is like.

Educacionn can one interpret this fact?

La Educacion (Que Es) del Otro

Who is the other person? Evidently, this is a myriad of questions, a myriad of issues, that perhaps most of our countries are not yet able to answer.

Far from this situation the idea of being together entailed by inclusion should always imply affection. Qud are, judging by the collected information, no follow-up or control projects, for inclusion projects of se with disabilities within the educational system.

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.

Of course, childhood, adolescence and youngsters have been made ‘subjects’ of study. I would like to mention that the act of “opening the doors” of the institution does not imply any moral virtue to boast about, it is rather an initial condition, an if I am allowed to make a pun unconditional condition. 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.

Skliar, Carlos Should differences be included? Or, expressed in a different – perhaps healthier – way, there is no accompaniment in school life for this population, except for a few countries like Costa Ricaand, albeit in a different sense, Cuba.

It must be recognized, in all honesty, that this report tackles all governmental levels, that it pretends to cast a world-wide look at the educational situation of persons with disabilities, that rakes through every corner on the planet in search for relevant information to rethink specific public policies.

I think something has happened that has made constitutional systems and juridical language ever more perfect.