Laboratorios educativos en la «educación para todos» en Rusia: de Lenin a Putin
DOI:
https://doi.org/10.5944/reec.39.2021.30829Palabras clave:
niños con discapacidad, Educación para Todos, ideología hegemónica, análisis de políticas, agenda de políticas, condiciones políticas, investigación cualitativaAgencias Financiadoras:
University of Gävle, SwedenResumen
El desarrollo de la educación para todos es un nexo /eslabón simbólico entre las refor- mas de política educativa para el acceso a la educación de cada miembro de la sociedad rusa. En Rusia, la formación de esta agenda de reformas estuvo fuertemente arraigada en la doctrina de la ideología soviética, basada en los valores igualitarios y en la hege- monía del humanismo proletario. Al responder ideológicamente a las necesidades de la industrialización, esta agenda de políticas primarias obstaculizó fuertemente en el sis- tema escolar público el derecho básico a la educación de los niños con discapacidad. Esta investigación trata la historia de la formación de la educación para todos, abordando la legalización de la educación social con dos marcos temporales: el soviético y el postsovié- tico. A partir de un enfoque metodológico cualitativo, esta investigación está basada en un análisis de texto de las siguientes fuentes primarias retrospectivas y contemporáneas: los principales documentos de política estatal, en materia de justicia social y equidad, las leyes educativas, las órdenes gubernamentales y otros documentos reguladores de la educación de niños con discapacidad. Este estudio incluye también el análisis de los siguientes datos secundarios a saber: estadísticas, datos de casos, etc., recogidos en fuen- tes históricas y actuales. así publicaciones revisadas por pares, estadísticas gubernamen- tales, archivos estatales, etc. Las preguntas de investigación del estudio son: ¿Cuáles son las características principales de la agenda política retrospectiva y contemporánea con- cerniente a los niños con discapacidad? ¿Qué desafíos estructurales tuvieron lugar y qué plan de estudios se creó e implementó a lo largo del tiempo? ¿Qué perspectiva científica surgió y transitó en la pedagogía especial? En está investigación se combina dos grandes temas: «Contornos deseados del futuro y un orden estatal para la experimentación» y «Experimentación inconclusa: interrumpir el patrón». Ambos temas están organizados en subtemas y se los discuten para comprender los aportes de la educación especial a la educación para todos.
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