El desarrollo de capacidades en la escuela inclusiva

Abstract

This paper analyzes the process of implementing inclusive education in Bogotá, especially with regard to the population approach and the inclusion of people with disabilities in school and the challenges that this means. This is based on an approach that incorporates qualitative techniques such as documentary review and conducting semi-structured interviews with central actors in the process, which seeks the inclusion of students with disabilities in Bogotá schools. It seeks to analyze how inclusive education has been implemented in Bogotá, from 1994 to 2017, in order to know the incorporation of the capacity development approach. As main results, it was identified that the mobilizing element for the access of students with disabilities to the educational system, has been given from the fulfillment of the normative frameworks; This process has been characterized by the influence of two approaches: until 2009, educational policies were structured around the paradigm of inclusive education and later, aspects associated with inclusion began to be introduced, with bets aimed at developing capacities . Another of the findings arises from the analysis of the narratives of teachers of pedagogical support and of students with disabilities, which allowed to identify how the construction and reproduction of certain imaginaries regarding people with disabilities, limit or facilitate their inclusion. In turn, this work shows that within the educational system progress has been made in the implementation of differential supports for students with disabilities, however, there are still shortcomings in the structure of the system that limit the transformation of pedagogical practices, the adjustment to physical and curricular contexts, as well as the expansion of an educational offer that responds to diversity and the challenges that the inclusion of the multiplicity of populations implies.