La convivencia inclusiva: el nuevo horizonte de la inclusión educativa
In Mexico, the management of school coexistence since public school became a substantive part of education policies at the dawn of the 21st century. Emotionality and otherity are analyzed as the foundations of inclusive coexistence and the school is weighted as a community where full respect for the...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | México |
| Institución: | Universidad Autónoma de Zacatecas |
| Repositorio: | Repositorio Institucional Caxcán |
| Idioma: | español |
| OAI Identifier: | oai:http://ricaxcan.uaz.edu.mx:20.500.11845/1575 |
| Acceso en línea: | http://ricaxcan.uaz.edu.mx/jspui/handle/20.500.11845/1575 https://doi.org/10.48779/p3w9-bx57 |
| Access Level: | acceso abierto |
| Palabra clave: | HUMANIDADES Y CIENCIAS DE LA CONDUCTA [4] otredad y emocionalidad convivencia escolar inclusión educativa |
| Sumario: | In Mexico, the management of school coexistence since public school became a substantive part of education policies at the dawn of the 21st century. Emotionality and otherity are analyzed as the foundations of inclusive coexistence and the school is weighted as a community where full respect for the various identities and diversity can be realized. Inclusive education has two important chores, the first: the discovery of the other and second, self-discovery to be in real condition to put themselves in the shoes of others and understand their reactions. |
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