What the pandemic took from us: stories from students with intellectual disabilities in COVID-19 times

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This article aims to report the experience of students with intellectual disabilities who go through their schooling in secondary schools located in contexts of urban poverty in the Metropolitan Region of Buenos Aires. From a qualitative methodology, we focus on the voices of two students who narrat...

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Autor principal: Schwamberger, Cintia
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2021
Materias:
Discapacidad intelectual
Inclusión
Pandemia
Escuela Secundaria
Intellectual Disability
Inclusion
Pandemic
Secondary School
Acceso en línea:https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/690
Aporte de:
Revista de la Escuela de Ciencias de la Educación de Universidad Nacional de Rosario
id I15-R208-article-690
record_format ojs
spelling I15-R208-article-6902021-12-31T12:19:49Z What the pandemic took from us: stories from students with intellectual disabilities in COVID-19 times Lo que la pandemia nos quitó: relatos de estudiantes con discapacidad intelectual en tiempos de COVID-19 Schwamberger, Cintia Discapacidad intelectual Inclusión Pandemia Escuela Secundaria Intellectual Disability Inclusion Pandemic Secondary School This article aims to report the experience of students with intellectual disabilities who go through their schooling in secondary schools located in contexts of urban poverty in the Metropolitan Region of Buenos Aires. From a qualitative methodology, we focus on the voices of two students who narrate their school experience in times of confinement. We argue that it is essential to recover the voices of those who are recipients of inclusion policies that assume, in times of overloaded neoliberalism, a cosmetic practice as a form of overlapping of the inequalities that people with disabilities experience every day. Strictly speaking, this is not new, but rather, the effects and effects of the policies deepened the marks of exclusion that the group experienced in times of COVID-19. This situation leads to the need to analyze and discuss the material conditions they inhabit and how schooling is developed. In the stories, the tensions they experienced are evident, in times of quarantine, as obstacles but, at the same time, of different practices that allowed them to display their powers and abilities. El presente artículo tiene como objetivo relatar la experiencia de estudiantes con discapacidad intelectual en escuelas secundarias emplazadas en contexto de pobreza urbana de la Región Metropolitana de Buenos Aires. Desde una metodología cualitativa nos centramos en las voces de dos estudiantes que narran su experiencia escolar en tiempos de confinamiento. Sostenemos que se vuelve clave recuperar las voces de quienes son destinatarios de las políticas de inclusión que asumen, en tiempos de neoliberalismo recargado, una práctica cosmética como forma de solapamiento de las desigualdades que viven a diario las personas con discapacidad. En rigor, esto no es nuevo, sino que, los efectos y afectos de las políticas profundizaron las marcas de exclusión que vivió el colectivo en tiempos de COVID-19. Esta situación conduce a la necesidad de analizar y poner en discusión las condiciones materiales que habitan y cómo se desarrolla la escolaridad. En los relatos se evidencian las tensiones atravesadas, en tiempos de cuarentena, en tanto que obstáculos, pero, a la vez, de distintas prácticas que les permitió desplegar sus potencias y habilidades. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2021-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/690 10.35305/rece.v1i17.690 Revista de la Escuela de Ciencias de la Educación; Vol. 1 Núm. 17 (2022) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/690/596 https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/690/616 Derechos de autor 2021 Revista de la Escuela de Ciencias de la Educación https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-208
container_title_str Revista de la Escuela de Ciencias de la Educación
language Español
format Artículo revista
topic Discapacidad intelectual
Inclusión
Pandemia
Escuela Secundaria
Intellectual Disability
Inclusion
Pandemic
Secondary School
spellingShingle Discapacidad intelectual
Inclusión
Pandemia
Escuela Secundaria
Intellectual Disability
Inclusion
Pandemic
Secondary School
Schwamberger, Cintia
What the pandemic took from us: stories from students with intellectual disabilities in COVID-19 times
topic_facet Discapacidad intelectual
Inclusión
Pandemia
Escuela Secundaria
Intellectual Disability
Inclusion
Pandemic
Secondary School
author Schwamberger, Cintia
author_facet Schwamberger, Cintia
author_sort Schwamberger, Cintia
title What the pandemic took from us: stories from students with intellectual disabilities in COVID-19 times
title_short What the pandemic took from us: stories from students with intellectual disabilities in COVID-19 times
title_full What the pandemic took from us: stories from students with intellectual disabilities in COVID-19 times
title_fullStr What the pandemic took from us: stories from students with intellectual disabilities in COVID-19 times
title_full_unstemmed What the pandemic took from us: stories from students with intellectual disabilities in COVID-19 times
title_sort what the pandemic took from us: stories from students with intellectual disabilities in covid-19 times
description This article aims to report the experience of students with intellectual disabilities who go through their schooling in secondary schools located in contexts of urban poverty in the Metropolitan Region of Buenos Aires. From a qualitative methodology, we focus on the voices of two students who narrate their school experience in times of confinement. We argue that it is essential to recover the voices of those who are recipients of inclusion policies that assume, in times of overloaded neoliberalism, a cosmetic practice as a form of overlapping of the inequalities that people with disabilities experience every day. Strictly speaking, this is not new, but rather, the effects and effects of the policies deepened the marks of exclusion that the group experienced in times of COVID-19. This situation leads to the need to analyze and discuss the material conditions they inhabit and how schooling is developed. In the stories, the tensions they experienced are evident, in times of quarantine, as obstacles but, at the same time, of different practices that allowed them to display their powers and abilities.
publisher Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
publishDate 2021
url https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/690
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first_indexed 2023-05-11T18:48:24Z
last_indexed 2023-05-11T18:48:24Z
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