Publication: Posibilidades de contribución de la ética del cuidado a una educación para todos: Pensar los sentimientos públicos
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2021-05-13
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Universidad Complutense de Madrid
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Abstract
La presente investigación, interroga, en tanto categoría de análisis, los conceptos de ‘inclusión’, ‘justicia social’, ‘participación’ y ‘capacidad’, al tiempo que reconoce la necesidad de efectuar una reflexión filosófica para transformar e impulsar con más fuerzala Educación para Todos (EpT) que no deje a nadie fuera, desde el enfoque, a la vez político y epistemológico, que ofrecen las éticas del cuidado. Con el objetivo de promover la movilización de nuevos paradigmas intelectuales y mecanismos de reflexión educativa, que problematicen el escenario político, democrático y societal desde la perspectiva de una EpT ‘inclusiva’ ‘crítica’ y ‘emancipadora’, la presente investigación contribuye a establecer nuevos horizontes teóricos, políticos, ideológicos y analítico-metodológicos que orienten programas e iniciativas educativas más justas, para lo cual habrá que dar respuesta al interrogante: ¿en que sentido la Educación para Todos nos concierne a todos? O, lo que es lo mismo, ¿en que puntos las iniciativas llevadas a cabo en el marco de la EpT deben aumentar sus esfuerzos hacia líneas de trabajo más inclusivas?..
This research questions, as a category of analysis, the concepts of "inclusion", "socialjustice" and "participation" and "capacity" while recognizing the need to develop a philosophical reflexion in order to transform and promote Education for All (EFA) more strongly in a way that leaves no one behind in a political and epistemological point of view offered by care ethics. With the aim of promoting the mobilization of new intellectual paradigms and new educational thinking mechanisms that problematize the political, democratic and societal scenario in the perspective of an “inclusive”, “critical” and “emancipatory” EFA, this research contributes to establish new theoretical, political, ideological and analytical horizons that guide more just educational programs and initiatives. For this, the question will have to be answered: in what sense does Education for All concern us all?, That is to say, in what points should the initiatives carried out within the framework of EFA their efforts towards more inclusive lines of work?...
This research questions, as a category of analysis, the concepts of "inclusion", "socialjustice" and "participation" and "capacity" while recognizing the need to develop a philosophical reflexion in order to transform and promote Education for All (EFA) more strongly in a way that leaves no one behind in a political and epistemological point of view offered by care ethics. With the aim of promoting the mobilization of new intellectual paradigms and new educational thinking mechanisms that problematize the political, democratic and societal scenario in the perspective of an “inclusive”, “critical” and “emancipatory” EFA, this research contributes to establish new theoretical, political, ideological and analytical horizons that guide more just educational programs and initiatives. For this, the question will have to be answered: in what sense does Education for All concern us all?, That is to say, in what points should the initiatives carried out within the framework of EFA their efforts towards more inclusive lines of work?...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Estudios Educativos, leída el 08-01-2021