Lecturas normativo-experienciales y prácticas pedagógicas plurales sobre inclusión académica.
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Munévar M., Dora Inés
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Quito : Flacso Ecuador
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Este artículo propone una serie de lecturas en torno a la inclusión de las diferencias y las experiencias compartidas por mujeres y hombres estudiantes que ingresaron y permanecen en la universidad mediante normas inclusivas. También se analiza un espacio posible de transformaciones pedagógicas mediante la descolonización epistémica. Con la primera lectura, nos acercamos a las normas inclusivas dirigidas a ciertos grupos de aspirantes a ingresar a la Universidad Nacional de Colombia. Con la segunda lectura, enmarcamos experiencias situadas y sentidas pensadas desde la primera persona del singular y del plural. Con la tercera lectura, se avizora la descolonización de los modos de conocer para albergar saberes ausentes. Con la intersección de las tres lecturas emergen unas prácticas pedagógicas plurales alimentadas por la proximidad sensible para que no se produzca la homogenización, esto es, la desaparición de las diferencias demostradas durante el proceso de admisión.
This paper proposes a series of interpretations of about the inclusion of differences and shared experiences of female and male students who entered and remain in the university through inclusive standards. It also analyzes a possible space for pedagogical transformations by epistemic decolonization. In the first interpretation, we approach inclusive rules applied to certain groups of applicants for admission to the National University of Colombia. The second reading frames the experiences felt and though in the first person singular and plural. The third interpretation looks at decolonization of the ways of knowing to include absent knowledge. With the intersection of the three interpretations emerge plural pedagogical practices that incorporate the sensible proximity so as to not produce homogenization; in other words, the disappearance of differences made evident during the admission process.
This paper proposes a series of interpretations of about the inclusion of differences and shared experiences of female and male students who entered and remain in the university through inclusive standards. It also analyzes a possible space for pedagogical transformations by epistemic decolonization. In the first interpretation, we approach inclusive rules applied to certain groups of applicants for admission to the National University of Colombia. The second reading frames the experiences felt and though in the first person singular and plural. The third interpretation looks at decolonization of the ways of knowing to include absent knowledge. With the intersection of the three interpretations emerge plural pedagogical practices that incorporate the sensible proximity so as to not produce homogenization; in other words, the disappearance of differences made evident during the admission process.
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p. 55-76
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Munévar M., Dora Inés. 2015. Lecturas normativo-experienciales y prácticas pedagógicas plurales sobre inclusión académica (Artículos) o Normative-experiential readings and plural pedagogical practices on academic inclusion. Mundos Plurales. Revista Latinoamericana de Política y Acción Pública, 2(1):55-76.
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