El activismo de la sociedad civil por la educación inclusiva en el campo judicial. Un estudio de caso
Alan Rodriguez is a young man with Down syndrome who attended a private school in the mainstream school system in the City of Buenos Aires. However, after completing high school and despite having passed all subjects he did not receive his diploma. Instead, he got a nonofficial certificate that did...
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| Language: | Spanish |
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2018
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| Online Access: | https://dialnet.unirioja.es/servlet/oaiart?codigo=6717596 |
| Source: | Revista Estudios Socio-Jurídicos, ISSN 0124-0579, Vol. 20, Nº. 2, 2018, pags. 51-76 |
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Revista Estudios Socio-Jurídicos, ISSN 0124-0579, Vol. 20, Nº. 2, 2018, pags. 51-76
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Spanish
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activismo
educación inclusiva judicialización discapacidad activism inclusive education disability judicialization activismo inclusión educativa discapacidad judicialización |
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activismo
educación inclusiva judicialización discapacidad activism inclusive education disability judicialization activismo inclusión educativa discapacidad judicialización Arcidiácono, Pilar Barrera, Leticia El activismo de la sociedad civil por la educación inclusiva en el campo judicial. Un estudio de caso |
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Alan Rodriguez is a young man with Down syndrome who attended a private school in
the mainstream school system in the City of Buenos Aires. However, after completing
high school and despite having passed all subjects he did not receive his diploma. Instead, he got a nonofficial certificate that did no accredit “the completion” of his studies.
Consequently, Alan and his family decided to file a law suit against the government of
the City of Buenos Aires (gcba) and the school demanding that they grant him the official
certificate of graduation.
Drawing on the analysis of this judicial case, in a context of civil society’s activism, this article approaches the subject of inclusive education of people with disabilities
as a field of tensions and disputes that emerge among different social actors (and their
practices, narratives, and moralities). These conflicts challenge the social approach to disability
promoted by international treaties, constitutional norms and some national statutes. This,
in turn, paves the way to practices that make inclusive education ambiguous and uncertain.
|
| format |
Article
|
| author |
Arcidiácono, Pilar
Barrera, Leticia |
| author_facet |
Arcidiácono, Pilar
Barrera, Leticia |
| author_sort |
Arcidiácono, Pilar
|
| title |
El activismo de la sociedad civil por la educación inclusiva en el campo judicial. Un estudio de caso
|
| title_short |
El activismo de la sociedad civil por la educación inclusiva en el campo judicial. Un estudio de caso
|
| title_full |
El activismo de la sociedad civil por la educación inclusiva en el campo judicial. Un estudio de caso
|
| title_fullStr |
El activismo de la sociedad civil por la educación inclusiva en el campo judicial. Un estudio de caso
|
| title_full_unstemmed |
El activismo de la sociedad civil por la educación inclusiva en el campo judicial. Un estudio de caso
|
| title_sort |
el activismo de la sociedad civil por la educación inclusiva en el campo judicial. un estudio de caso
|
| publishDate |
2018
|
| url |
https://dialnet.unirioja.es/servlet/oaiart?codigo=6717596
|
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1709748576449462272
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| spelling |
dialnet-ar-18-ART00013011472018-12-19El activismo de la sociedad civil por la educación inclusiva en el campo judicial. Un estudio de casoArcidiácono, PilarBarrera, Leticiaactivismoeducación inclusivajudicializacióndiscapacidadactivisminclusive educationdisabilityjudicializationactivismoinclusión educativadiscapacidadjudicializaciónAlan Rodriguez is a young man with Down syndrome who attended a private school in the mainstream school system in the City of Buenos Aires. However, after completing high school and despite having passed all subjects he did not receive his diploma. Instead, he got a nonofficial certificate that did no accredit “the completion” of his studies. Consequently, Alan and his family decided to file a law suit against the government of the City of Buenos Aires (gcba) and the school demanding that they grant him the official certificate of graduation. Drawing on the analysis of this judicial case, in a context of civil society’s activism, this article approaches the subject of inclusive education of people with disabilities as a field of tensions and disputes that emerge among different social actors (and their practices, narratives, and moralities). These conflicts challenge the social approach to disability promoted by international treaties, constitutional norms and some national statutes. This, in turn, paves the way to practices that make inclusive education ambiguous and uncertain.Alan Rodríguez é um jovem com Síndrome de Down que ao finalizar a escola secundária em uma escola comum da cidade de Buenos Aires, e tendo aprovado todos os cursos, não recebeu seu título secundário. Em seu lugar, obteve um certificado não oficial de formado que não acredita a “terminalidade” de seus estudos. Esta situação motivou que Alan e a sua família promoveram uma demanda judicial contra a escola e o Governo da Cidade de Buenos Aires (GCBA) com o objetivo de que lhe fizera entrega de seu título oficial em igualdade de condições que seus pares. Desde a análise desta causa em um contexto de ativismo da sociedade civil, o artigo aborda a educação inclusiva das pessoas com deficiência como um campo de tensões e disputas entre diferentes atores sociais (suas práticas, saberes, narrativas e moralidades). Estes conflitos põem em entredito o enfoque social inclusivo da deficiência que articulam tratados, normas constitucionais e algumas leis nacionais, dando curso a práticas que desenvolvem a inclusão educativa em um marco de incerteza e ambiguidadeAlan Rodríguez es un joven con Síndrome de Down que al finalizar la escuela secundaria en una escuela común de la Ciudad de Buenos Aires, y habiendo aprobado todas las materias, no recibió su título secundario. En su reemplazo, obtuvo un certificado no oficial de graduado que no acredita la “terminalidad” de sus estudios. Esta situación motivó que Alan y su familia promovieran una demanda judicial contra la escuela y el Gobierno de la Ciudad de Buenos Aires (GCBA) con el objeto de que se le hiciera entrega de su título oficial en igualdad de condiciones que a sus pares.Desde el análisis de esta causa en un contexto de activismo de la sociedad civil, el artículo aborda la educación inclusiva de las personas con discapacidad como un campo de tensiones y disputas entre diferentes actores sociales (sus prácticas, saberes, narrativas, y moralidades). Estos conflictos ponen en entredicho el enfoque social inclusivo de la discapacidad que articulan tratados, normas constitucionales y algunas leyes nacionales, dando curso a prácticas que desarrollan la inclusión educativa en un marco de incertidumbre y ambigüedad. 2018text (article)application/pdfhttps://dialnet.unirioja.es/servlet/oaiart?codigo=6717596(Revista) ISSN 0124-0579Revista Estudios Socio-Jurídicos, ISSN 0124-0579, Vol. 20, Nº. 2, 2018, pags. 51-76spaLICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. 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