Policies of inclusion and the right to education at the secondary level of education

In this article, I will briefly review the characteristics that educational policies have assumed in order to favor educational and social inclusion processes, specifically those oriented towards the secondary level of education.Thinking about and/or addressing inclusion policies necessarily implies...

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Autor principal: López Jairala, Vanesa
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Filosofía y Humanidades. Secretaría Académica 2020
Acceso en línea:https://revistas.unc.edu.ar/index.php/apertura/article/view/31307
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Apertura de Universidad Nacional de Córdoba
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language Español
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author López Jairala, Vanesa
spellingShingle López Jairala, Vanesa
Policies of inclusion and the right to education at the secondary level of education
author_facet López Jairala, Vanesa
author_sort López Jairala, Vanesa
title Policies of inclusion and the right to education at the secondary level of education
title_short Policies of inclusion and the right to education at the secondary level of education
title_full Policies of inclusion and the right to education at the secondary level of education
title_fullStr Policies of inclusion and the right to education at the secondary level of education
title_full_unstemmed Policies of inclusion and the right to education at the secondary level of education
title_sort policies of inclusion and the right to education at the secondary level of education
description In this article, I will briefly review the characteristics that educational policies have assumed in order to favor educational and social inclusion processes, specifically those oriented towards the secondary level of education.Thinking about and/or addressing inclusion policies necessarily implies referring to a concept and/or principle that is the right to education. It is worth reflecting, then, on what the notion of right implies. According to Rinesi "it supposes the idea of a fundamental equality among people, we are all equal, therefore we have rights that are universal, or it builds it, we all have such a right and as holders of that right we are equal". But this notion of equal rights, Feldfeber and Gutz (2019) propose without distinction of race, religion or culture, is in opposition to the particular demands of cultural identity that claim a differentiated treatment of certain groups on grounds of vulnerability, backwardness or historical injustice.Specifically, I believe that the dilemma between equal rights and attention to diversity has crossed the historical configuration of the educational system and, more specifically, the secondary education level.
publisher Facultad de Filosofía y Humanidades. Secretaría Académica
publishDate 2020
url https://revistas.unc.edu.ar/index.php/apertura/article/view/31307
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spelling I10-R295-article-313072020-12-15T17:29:27Z Policies of inclusion and the right to education at the secondary level of education Políticas de inclusión y derecho a la educación en el nivel secundario de enseñanza Políticas de inclusão e o direito à educação ao nível secundário. López Jairala, Vanesa In this article, I will briefly review the characteristics that educational policies have assumed in order to favor educational and social inclusion processes, specifically those oriented towards the secondary level of education.Thinking about and/or addressing inclusion policies necessarily implies referring to a concept and/or principle that is the right to education. It is worth reflecting, then, on what the notion of right implies. According to Rinesi "it supposes the idea of a fundamental equality among people, we are all equal, therefore we have rights that are universal, or it builds it, we all have such a right and as holders of that right we are equal". But this notion of equal rights, Feldfeber and Gutz (2019) propose without distinction of race, religion or culture, is in opposition to the particular demands of cultural identity that claim a differentiated treatment of certain groups on grounds of vulnerability, backwardness or historical injustice.Specifically, I believe that the dilemma between equal rights and attention to diversity has crossed the historical configuration of the educational system and, more specifically, the secondary education level. En este artículo realizaré un breve recorrido sobre las características que han asumido las políticas educativas para favorecer procesos de inclusión educativa y social, puntualmente aquellas orientadas al nivel secundario de enseñanza. Pensar y/o abordar las políticas de inclusión supone necesariamente remitirse a un concepto y/o principio que es el derecho a la educación. Cabe reflexionar, entonces, qué supone la noción de derecho. Según Rinesi “supone la idea de una igualdad fundamental entre las personas, todos somos iguales, por lo tanto tenemos derechos que son universales, o la construye, todos tenemos tal derecho y en tanto titulares de ese derecho somos iguales”. Pero esta noción de igualdad de derechos, plantean Feldfeber y Gutz (2019) sin distinción de raza, religión o cultura entra en oposición con las demandas particulares de la identidad cultural que reclaman un tratamiento diferenciado de determinados grupos por motivos de vulnerabilidad, atraso o injusticia histórica. Puntualmente considero que el dilema entre la igualdad de derechos y la atención a la diversidad ha atravesado la configuración histórica del sistema educativo y puntualmente del nivel secundario de enseñanza. Neste artigo farei um breve panorama das características que as políticas educacionais assumiram a fim de favorecer os processos educacionais e de inclusão social, especificamente aqueles orientados para o nível do ensino secundário.Pensar e/ou abordar políticas de inclusão implica necessariamente referir-se a um conceito e/ou princípio que é o direito à educação. Vale a pena refletir, então, sobre o que a noção de direito implica. Segundo Rinesi "supõe a idéia de uma igualdade fundamental entre as pessoas, somos todos iguais, portanto temos direitos que são universais, ou ele o constrói, todos nós temos esse direito e como detentores desse direito somos iguais". Mas esta noção de igualdade de direitos, Feldfeber e Gutz (2019) propõem, sem distinção de raça, religião ou cultura, opõe-se às exigências particulares da identidade cultural que reivindicam um tratamento diferenciado de certos grupos por razões de vulnerabilidade, atraso ou injustiça histórica.Especificamente, acredito que o dilema entre igualdade de direitos e atenção à diversidade atravessou a configuração histórica do sistema educacional e, mais especificamente, o nível do ensino médio.   Facultad de Filosofía y Humanidades. Secretaría Académica 2020-12-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://revistas.unc.edu.ar/index.php/apertura/article/view/31307 Apertura; Vol. 3 (2020): Revista Apertura N° 3 Year 2020; 47-54 Apertura; Vol. 3 (2020): Revista Apertura N° 3 Año 2020; 47-54 Apertura; v. 3 (2020): Revista Apertura N° 3 Ano 2020; 47-54 2362-1818 spa https://revistas.unc.edu.ar/index.php/apertura/article/view/31307/31950 http://creativecommons.org/licenses/by-nc/4.0

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