CARLOS SKLIAR LA EDUCACION QUE ES DEL OTRO PDF

CARLOS SKLIAR LA EDUCACION QUE ES DEL OTRO PDF

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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Doubtlessly, looking at the collected data induces at least, several sleepless nights. Kearney en La paradoja europea pp. Immediately, we feel tempted to answer ” it involves all of us “.

La Educacion (Que Es) del Otro

However, there always appears a subtle drifting of the difference towards the different, as if we were not capable of talking about the difference itself, and we needed abnormal subjects, carls must be corrected.

Here I would like to introduce three brief depictions of the idea of educzcion as an aperture and as an opening. However, what nowadays is being questioned is not the subject who is different but rather the one who is pointing at him.

On this point, I wish to make use as they represent exactly my own view of the same two questions formulated by Jacques Derrida in his work: The idea of availability and responsibility is, unquestionably, of a clear ethical nature.

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.

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

The serious problem of high drop-out rates depends on these two questions. 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. 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. This perception is peculiar, though of course perfectly justifiable.

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In this line of thought, it becomes necessary to reflect not only on the need to find strategies to preclude initial exclusion, but also on those that may help to prevent students from dropping out.

There are four issues I would like now to underline: The protagonism of special education in inclusion is indisputable and, at the same time, insufficient and incomplete by necessity and because of its nature. To those teachers trained in general education, it is clear, their knowledge was recognized and educacoon to knowledge about “normal” childhood, adolescence and youth.

I am talking about looking at a person without judging him or condemning him a priorito look at others enabling other forms of existence different to ours, to salute, to welcome, to ask, give way, allow, enable, let do, allow to do, suggest, speak, etc. Concerning Latin America, the right to education and the schooling situation of persons with disabilities.

Rather than being prepared, in the sense of anticipation of some kind of educational situation in particular, what really matters, what is worthwhile, is to be available, to be open to the existence of the other persons.

This is the object eduxacion 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. We live in an era characterized by over-abundance of juridical reason and a clear lack ethical debate.

It is curious that up to not so long ago, when anyone pointed someone with his finger to identify a person who was different, what we all did was to evaluate the subject who was different, because we believed in this singling out that seemed to be specialized, well made and flawless.

Therefore the question of sklixr to be or not to be trained, or prepared for inclusion is perhaps wrongly formulated. 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. Jean-Luc Nancy, To be singular pluralMadrid: 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.

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In any case, any previous preparation, any anticipation, makes up a technical tool, a certain degree of rationality, but that does not necessarily work as an ethical positioning of the teacher in relation to the others. Many countries which are vigorously facing this question, have decided that it all depends on a good education, a good training in the domain of inclusion, trying to ess a new and different meaning to what is commonly meant by “being prepared”.

Books by Carlos Skliar

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. Resumen akliar palabras claves Abstract and keywords Otro resumen.

Among these questions were the following: The first one, that in the recent past might have been considered as typical in special education, is related to the teaching of how to live, i. This is said to be a process of “differentiation”, i.

It is not incumbent on me nor am I in favour of stating what inclusion should be and I reassert it now, as this is the main conclusion drawn after an in-depth reading of the report: What is going on with his family?

It is not a question of whether they are in a regular school or in special institutions, it is simply the fact that “they are not there”. In the collected data, one can appreciate what countries answered and which did not; one can perceive a large number of answers mainly from non-governmental organizations, rather than from State Agencies.