Diversidad sexual y diversidad funcional: la (re)producción de subalternidades en el sistema educativo costarricense.
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2017
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INIE
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El objetivo general de esta investigación fue analizar la producción y reproducción de los procesos de subalternización en materia de diversidad sexual y diversidad funcional en el sistema educativo costarricense. Los métodos desarrollados son de carácter cualitativo y varían de acuerdo al tipo de información analizada. Se plantearon tres actividades para la recolección de la información. En primera instancia, la consulta de documentos de carácter histórico, observación no participante y entrevistas. Se llevaron a cabo 4 entrevistas en relación al proceso de historización y genealogía de los procesos de subalternización y 17 entrevistas en relación a la construcción de narrativas en torno a la corporalidad. El proceso de observación sistemático se llevó a cabo en la Escuela México, ubicada en el centro de San José, durante un periodo de tres meses, con una duración de cuarenta horas. Se observaron clases de materias básicas, así como la clase de educación física. Dicho proceso fungió como una fase inicial que dio pie a la delimitación de las entrevistas, razón por lo que éstas se constituyeron en el principal insumo de investigación del trabajo presentado. Algunas de las conclusiones a las que llegó el estudio son las siguientes:
La ubicuidad del sujeto funcionalmente marcado y la valuación de su importe económico para la sociedad productiva, está necesariamente relacionado con el rol bisagra que ejerce el sistema educativo. De esta forma, la tesis fundamental que se desprende del proceso de investigación sobre este aspecto, consiste en señalar que hay una dialéctica del desempeño, que hace coincidir la realización de la vida con el trabajo, erigiéndose el último como moneda de cambio para el pacto social de la modernidad occidental.
En el caso costarricense, el marcaje visual de la diversidad funcional que conlleva su cooptación como plusvalor, está atravesando tanto por una lógica caritativa como por el clivaje de la mirada médica. Ambos elementos se conforman en operadores primordiales de la praxis educativa de las personas NFM, que al igual el respecto de aspectos que conforman la sociedad, mantiene un nexo recíproco e inextricable con el sistema económico.
El personal docente constituye una pieza clave para hacer de las escuelas espacios más afables para la multiplicidad de subjetividades que en ellas confluyen, y por lo tanto, atender las particularidades de su mirada, y la forma en que aprehenden dicha alteridad, se vuelve un aspecto indispensable para el cambio. Por ello, resulta fundamental convertir el cuerpo docente en un cuerpo permeable a la abyección para procurar potenciar en el estudiantado otras vías de auto-reconocimiento en el lazo social con la alteridad.
ABSTRACT:The general objective of this research was to analyze the production and reproduction of the subalternization processes on the subject of sexual diversity and functional diversity in the Costa Rican educational system. The developed methods are qualitative in nature and vary according to the type of analyzed information. Three activities were proposed for the recollection of information. Firstly, consultation of historical documents, nonparticipant observations and interviews. In regards to the process of historical contextualization and genealogy of the subalternization processes, 4 interviews were carried out, and regarding the construction of corporeal narrative, 17 interviews. The systematic observation process was conducted in the Mexico Elementary School, located in downtown San José, for a period of three months for a duration of forty hours. The core subjects were observed as well as the Physical Education class. Said process served as an initial phase defining the interviews thereby establishing them as the main research input for the presented paper. Some of the conclusions reached from the study are the following: The ubiquity of the functionally marked subject and the valuation of its economic value for the productive society is necessarily related to the binding role played by the educational system. In this way, the fundamental thesis that emerges from the research process on this aspect is to point out that there is a dialectic performance, which relates the fulfillment of life with work; the latter being a type of social currency exchange for the covenant of Western modernity. In the Costa Rican case, the visual labeling of the functional diversity, which entails co-opting with a surplus value, is going through both a logically charitable phase and the cleavage of the watchful medical field. Both elements shape into the fundamental operators of the educational praxis for people with noticeable levels of functionality (NFM for its acronym in Spanish), which like the aspects the make up society, maintain a reciprocal and inextricable nexus with the economic system. The teaching staff constitutes a key part to ensure schools have more pleasant spaces for the multiplicity of subjectivity that converge, and therefore, to attend to the distinctive point of view, and the way in which they learn said otherness becomes an essential aspect for change. For this reason, it is fundamental to transform the teaching staff from a permeable state of abjection in order to foster in the student body other avenues of self-recognition in the social relationship with otherness.
ABSTRACT:The general objective of this research was to analyze the production and reproduction of the subalternization processes on the subject of sexual diversity and functional diversity in the Costa Rican educational system. The developed methods are qualitative in nature and vary according to the type of analyzed information. Three activities were proposed for the recollection of information. Firstly, consultation of historical documents, nonparticipant observations and interviews. In regards to the process of historical contextualization and genealogy of the subalternization processes, 4 interviews were carried out, and regarding the construction of corporeal narrative, 17 interviews. The systematic observation process was conducted in the Mexico Elementary School, located in downtown San José, for a period of three months for a duration of forty hours. The core subjects were observed as well as the Physical Education class. Said process served as an initial phase defining the interviews thereby establishing them as the main research input for the presented paper. Some of the conclusions reached from the study are the following: The ubiquity of the functionally marked subject and the valuation of its economic value for the productive society is necessarily related to the binding role played by the educational system. In this way, the fundamental thesis that emerges from the research process on this aspect is to point out that there is a dialectic performance, which relates the fulfillment of life with work; the latter being a type of social currency exchange for the covenant of Western modernity. In the Costa Rican case, the visual labeling of the functional diversity, which entails co-opting with a surplus value, is going through both a logically charitable phase and the cleavage of the watchful medical field. Both elements shape into the fundamental operators of the educational praxis for people with noticeable levels of functionality (NFM for its acronym in Spanish), which like the aspects the make up society, maintain a reciprocal and inextricable nexus with the economic system. The teaching staff constitutes a key part to ensure schools have more pleasant spaces for the multiplicity of subjectivity that converge, and therefore, to attend to the distinctive point of view, and the way in which they learn said otherness becomes an essential aspect for change. For this reason, it is fundamental to transform the teaching staff from a permeable state of abjection in order to foster in the student body other avenues of self-recognition in the social relationship with otherness.
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EDUCACIÓN, IDENTIDAD SEXUAL, EDUCATION, SEXUAL IDENTITY