Educación inclusiva
DOI:
https://doi.org/10.15359/ree.2004-6.2Abstract
Poverty is a characteristic in Latin American reality. In association to it, social exclusion, citizenship, economics, cultural and ethnic issues are present in Latin societies. Upon this exclusion, education plays a hoping part as a way to overcome the difficulties that limits human development.
Costa Rica is a part of this reality. Multicultural aspects caused by foreign migration and social/cultural differences within costarricans generate exclusion.
Inclusive education propose itself as a media to integrate all of these aspects, as a way to assure that both, rich and poor, can access human promotion. To include implies a wholesome vision and a reflexive look upon current curriculum, considered it within the social context.
References
Congregación Salesiana (1994). Actas del Encuentro Latinoamericano de Estudio. Proceso educativo salesiano y culturas emergentes. Quito.
Amaiz, P. (1995). Integración, segregación, inclusión. Ponencia presentada en la XXIl Reunión Cienúfica de AEDES, 1 O años de integración en España: análisis de la realidad y perspectiva de futuro. Murcia.
Bustelo, M. (1998). Política Social e igualdad. Todos entran. Propuesta
para una sociedad incluyente. Bogotá: Santillana - UNICEF.
CEPAL - ONU(2000). Panorama Social de América latina (Síntesis).
Santiago: CEPAUONU.
Macal, H. (2003). Escuela incluyente. Memoria del VI Encuentro CERCA
y CIMAC- Mesoamérica. San José.
Stainback, S.-Stainback, W. (1992). Currículum Considerations in Inclusive Classrooms. (Faciliting Leamingfor Ali Students). Baltimore: Paul Brookes.
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