| Popis: |
RESUMEN El artículo presenta un el recorrido pedagógico de la educación especial en Chile, iniciado con su fase de consolidación durante la dictadura chilena (1973-1990) y avanzando hasta las actuales discusiones conceptuales en torno a la integración e inclusión educativa. Utilizamos una metodología de análisis de contenido de documentos oficiales (discursos y decretos oficiales), como textos históricos de la época. Llegando a discutir que muchas de las actúales políticas educativas de la educación especial se inician en la dictadura militar (grupos diferenciales en las escuelas, la creación de centros y microcentros de diagnóstico y nuevas escuelas especiales privadas y municipales), con un enfoque centrado en la anormalidad y diagnóstico clínico para determinar los problemas de los estudiantes. Este enfoque de exclusión está siendo discutido en la actualidad, ya que cada vez son más los estudiantes que se integran a centros educativos tradicionales, es decir, normales, y plantean nuevos retos a los educadores, familias y estudiantes. Concluimos que debe existir un cambio profundo en la atención individualizada a la diversidad y se debe girar en 180º hacia apoyos inclusivos de todos los estudiantes y profesorado en general. ABSTRACT This article presents a critical analysis of the historical, political and pedagogical path of special education, this analysis establishes a starting point when special education in Chile was seen as a simple modality or subsystem, and therefore invisible and with limited resources to his favor, until his institutional consolidation coincides with the Chilean dictatorship phase (1973-1990). From this historical finding, we discuss in depth aspects such as its clinical approach and focused on the abnormality, the various welfare policies for "sick" people, like was considered, the people with some type of disability. These dictatorship policies promoted differential groups in schools, the creation of diagnostic centers and microcenters and new private and municipal special schools that have created the architecture that persisted until recently in Chile. This situation will mark a whole generation of specialists and differential educators who would transmit this approach focused on the abnormality beyond the historical context analyzed and we believe that certain clinical elements still exist in the current diagnoses to accredit Special Educational Needs (SEN). The current system of promoting a new public and inclusive education promoted by the last center-left government of Michelle Bachelet (2014-2018) has contradicted the function and role that differential educators must play in Chilean schools from now on, since more and more students are integrated into traditional educational centers, “normal center”, and they are in a moment of redefining the mission of these educators, if is necessary maintain their clinical and individual attention to students with SEN or they must turn 180º towards inclusive supports to all students and teachers in general. |
