Psychiatry, new school, and psychoanalysis in the foundation of special education in Latin America
This article explores the origins of special education in Latin America. From a genealogical and archaeological perspective, it analyses —in the context of the foundation of public schools— the discourses that are at the base of the institutionalization and education of the infancy that has been co...
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| Formato: | Artículo publishedVersion Artículo revisado por pares |
| Lenguaje: | Español |
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Universidad de Antioquia
2011
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| Acceso en línea: | http://aprendeenlinea.udea.edu.co/revistas/index.php/revistaeyp/article/view/9841 http://biblioteca.clacso.edu.ar/gsdl/cgi-bin/library.cgi?a=d&c=co/co-062&d=article9841oai |
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| Sumario: | This article explores the origins of special education in Latin America. From a genealogical and archaeological perspective, it analyses —in the context of the foundation of public schools— the discourses that are at the base of the institutionalization and education of the infancy that has been considered abnormal. It also explores the evolution of the path that goes from hygienic medicine at the end of XIX century to the discourse of psychoanalysis and the new school, from the theory of degeneration to mental hygiene, and from the first schools for weak children to the expansion of the differential apparatus. Using a genealogical approach, this text focuses on both the production of (psychiatric, pedagogical, psychological...) knowledge, and the objectivation of subjects (as normal/abnormal, ill/healthy, and the like), as well as on the description and interpretation of the established relations of power.How to reference this article: Vega, Eduardo de la, “Psiquiatría, escuela nueva y psicoanálisis en la fundación de la educación especial en América Latina”, Revista Educación y Pedagogía, Medellín, Universidad de Antioquia, Facultad de Educación, vol. 22, núm. 57, mayo-agosto, 2010, pp. 73-91.Received: may 2009Accepted: july 2009 |
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