Saberes Construidos por las Voces de Mujeres Sobre la Educación Especial una Mirada desde las Epistemologías del Sur

Abstract

The purpose of this research was to understand from the epistemologies of the south, the construction of the field of knowledge of special education as a decolonization process that recognized the knowledge constructed by the female voices of special educators. In this line, an approach was required to recognize the ways in which the construction of contextualized and situated knowledge is constituted, which would allow cognitive justice for the consolidation of the field of knowledge of special education, approaching the understandings assumed by educators special from an epistemic error that is based on a perspective of the pedagogy of modernity. The research was located from the paradigm of qualitative research, this allowed us to recognize the voices, knowledge, experiences, and reflections of women who go through special education. Two types of in-depth interview sources were used: (3) teachers who train special educators participated; and the second narrative interview: (3) special educators who work in different contexts participated. The interviews were videotaped through the google-meat (institutional) platform, later they were transcribed, and the emptying process was carried out through an initial analysis matrix. The participants signed the respective informed consent. The research analyzes were oriented from pluritopic hermeneutics, which has two levels of understanding: (1) hermeneutical understanding, and (2) theoretical understanding. Thus, the analysis and emerging results in articulation with the purposes are presented in three moments: the first refers to the historical journeys of special education: memory and women's faces; the second De-colonial look: knowledge and tensions; finally, constructed knowledge: special education, inclusion, subjects with disabilities and teaching. The conclusions, based on the analysis of pluritopic hermeneutics, give meaning to decolonial understandings, contribute to the understanding of special education from the knowledge of women with historical, social, and cultural paths that marked their knowledge and experiences and triggered epistemic changes and they are enunciated. from the ecology of knowledge to reflect and understand the own ruptures that special education has had. Consequently, it contributes to the construction of a field of knowledge in which places of enunciation are found, hoping to expand another knowledge.