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 inter...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión actualizada desde la publicación |
| Fecha de publicación: | 2018 |
| País: | Panamá |
| Institución: | Universidad Especializada de las Américas |
| Repositorio: | Repositorio Institucional de la Universidad Especializada de las Américas |
| Idioma: | español |
| OAI Identifier: | oai:repositorio2.udelas.ac.pa:123456789/297 |
| Acceso en línea: | http://repositorio2.udelas.ac.pa/handle/123456789/297 |
| Access Level: | acceso abierto |
| Palabra clave: | Inclusión educativa Educación Especial Equiparación de oportunidades Multiculturalidad Discapacidad Escuelas Inclusivas Sistema Educativo Regular de Panamá Charles Taylor |
| 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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