Las maestras menos pensadas :
capacitismo en la trayectoria de estudiantes con discapacidad en la formación docente
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El Jaber, Edith Yamila
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Buenos Aires
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Abstract
Description
El objetivo de esta tesis es analizar las expresiones del capacitismo en la trayectoria de estudiantes con discapacidad de los profesorados de educación inicial, primaria y especial de institutos de formación docente de gestión pública del Área Metropolitana de Buenos Aires (AMBA), identificando hitos significativos y estrategias de resistencia y adaptación.
A partir de un diseño cualitativo que combinó entrevistas en profundidad a estudiantes con discapacidad, análisis documental y autoetnografía, articulado con marcos teóricos de los estudios críticos de la discapacidad, el análisis muestra cómo el capacitismo atraviesa la formación docente en distintos planos: institucional, pedagógico-profesional y subjetivo. Las manifestaciones del capacitismo se evidencian en la ausencia de regulaciones específicas para estudiantes con discapacidad en el nivel terciario, la limitación de apoyos, la inaccesibilidad del entorno físico, la presunción de capacidad y la construcción del ser docente a partir de ideales normativos. Frente a esto, el estudiantado con discapacidad despliega estrategias de resistencia y adaptación: estrategias de resarcimiento, orientadas a reparar experiencias de exclusión previas, y estrategias de enmascaramiento, que operan como mecanismos de ocultamiento frente a normas capacitistas. Asimismo, el impacto en la subjetividad se expresa en emociones que reproducen el capacitismo interiorizado —la vergüenza— y en otras, que se rebelan, como la bronca y el enojo, configurando formas de resistencia anticapacitistas.
The aim of this thesis is to analyze the expressions of ableism in the trajectories of students with disabilities enrolled in early childhood, primary, and special education teacher training programs at public teacher education institutes in the Metropolitan Area of Buenos Aires (AMBA). The study identifies significant milestones as well as strategies of resistance and adaptation. Using a qualitative design that combined in-depth interviews, documentary analysis, and autoethnography—framed within the theoretical perspectives of Critical Disability Studies—the analysis reveals how ableism permeates teacher education at multiple levels: institutional, pedagogical-professional, and subjective. Manifestations of ableism are evident in the absence of specific regulations for students with disabilities in higher education, the limitation of support systems, the inaccessibility of physical environments, the presumption of capacity, and the construction of the teaching self based on normative ideals. In response, students with disabilities develop strategies of resistance and adaptation, such as choosing special education programs as a way to repair previous experiences of exclusion, enacting reparative strategies, and employing concealment or masking mechanisms to navigate ableist norms. Moreover, the impact on subjectivity is reflected in emotions that reproduce internalized ableism—such as shame—and in others that resist it, such as anger and frustration, shaping forms of anti-ableist resistance.
The aim of this thesis is to analyze the expressions of ableism in the trajectories of students with disabilities enrolled in early childhood, primary, and special education teacher training programs at public teacher education institutes in the Metropolitan Area of Buenos Aires (AMBA). The study identifies significant milestones as well as strategies of resistance and adaptation. Using a qualitative design that combined in-depth interviews, documentary analysis, and autoethnography—framed within the theoretical perspectives of Critical Disability Studies—the analysis reveals how ableism permeates teacher education at multiple levels: institutional, pedagogical-professional, and subjective. Manifestations of ableism are evident in the absence of specific regulations for students with disabilities in higher education, the limitation of support systems, the inaccessibility of physical environments, the presumption of capacity, and the construction of the teaching self based on normative ideals. In response, students with disabilities develop strategies of resistance and adaptation, such as choosing special education programs as a way to repair previous experiences of exclusion, enacting reparative strategies, and employing concealment or masking mechanisms to navigate ableist norms. Moreover, the impact on subjectivity is reflected in emotions that reproduce internalized ableism—such as shame—and in others that resist it, such as anger and frustration, shaping forms of anti-ableist resistance.
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Keywords
FORMACION DOCENTE, ENSEÑANZA SUPERIOR, MAESTROS, PERSONAS CON DISCAPACIDAD, TRAYECTORIA EDUCATIVA, INCLUSIÓN SOCIAL, ACCESO A LA EDUCACIÓN, DERECHO A LA EDUCACIÓN, ESTUDIOS DE CASOS, ANÁLISIS DOCUMENTAL, ENTREVISTAS, ARGENTINA, BUENOS AIRES [CIUDAD], BUENOS AIRES [PROVINCIA]
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Tesis de maestría
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102 h.
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El Jaber, Edith Yamila (2025). Las maestras menos pensadas: capacitismo en la trayectoria de estudiantes con discapacidad en la formación docente. Tesis de Maestría. FLACSO. Sede Académica Argentina, Buenos Aires.