Diversity as a concept that promotes Inclusive Competencies in the educational context. A proposal from Reception Aesthetics

Méndez N.F.F.; Guzmán M.L.B.; Nunjar H.O.T.; Núñez J.H. · Encuentros (Maracaibo) (2024) · DOI: 10.5281/zenodo.11118242

Resumen

We argue that the discourse on educational inclusion in Ecuador responds to a nominalist narrative with little real transformative capacity, since it does not actively define the role of the sectors included in the design of the communicational/educational nomos. On the contrary, understanding the inclusive education process as a passive formula, which does not challenge the founded pillars of education in the country, is understood as a path heralded to new forms of educational crisis in the 21st century. It is proposed to reactivate the idea of inclusion with proposals from the theory of complexity and the Aesthetics of Reception, which allows giving prominence and prominence to the newly included, and with it, to the society it represents. The result is supported by a statistical study on an inclusive experience in an institution in Ecuador.

Instituciones: Universidad César Vallejo