La Atención a la Diversidad en el Sistema Educativo Regular de Panamá. Revisión Crítica del Paradigma de la Inclusión Educativa desde los Aportes Teóricos de Charles Taylor
The education of people with disabilities demands a commitment from all its actors and their education is a determining and relevant factor to stimulate the process of inclusion of this population. The purpose of this study is to review from the hermeneutical perspective how in Panama has been inte...
| Autor Principal: | Ruiz Ching, Vielca Xiomara |
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| Otros Autores: | Salas, Juan Camilo |
| Formato: | Tesis |
| Idioma: | Español |
| Publicado: |
Universidad Especializada de las Américas
2020
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| Acceso en línea: |
http://repositorio2.udelas.ac.pa/handle/123456789/297 https://doi.org/10.57819/N9NY-XD12 |
| Sumario: |
The education of people with disabilities demands a commitment from all its actors and their education is a determining and relevant factor to stimulate the process of inclusion of this population.
The purpose of this study is to review from the hermeneutical perspective how in Panama has been interpreted conceptually the Paradigm of Educational Inclusion in the face of the Challenges of Diversity, analyzing its backgrounds, theoretical foundations and current state, as a process of innovation in the educational field, which aims to rebuild education, from a transformative institutional approach, allowing diversity to be valued efficiently in the regular education system.
The study is based on the theoretical contributions and rigorous conceptual frameworks, of the Behavior Theory of Burrhus F. Skinner, and the Multicultural Theory of Charles Taylor, as the paradigms from which we can analyze and explain the actions of educational institutions and conditioning factors that shape it, as well as its possibilities of transformation; which will allow to guide or redirect the problematic exposed, especially in decision-making, policy implementation, training and improvement of its actors, whose purpose will be to develop an efficient culture and inclusive practices ensuring a friendly, stimulating and collaborative school community where each of its members are valued, which is the fundamental basis for higher levels of achievement in educational processes. |
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