Inclusive education as a universal right
DOI:
https://doi.org/10.58594/rtest.v6i3.244Keywords:
Educational context, inclusive education, areas for improvement, school community, learnersAbstract
The article addressed as its main topic inclusive education based on a universal right, as a foundation for the construction of a fair and equitable educational system from a perspective centered on the learners, recognizing areas of opportunity in conditions of respect, equity, and dignity. The context in Mexico was described, considering the real conditions of social, economic, and educational settings that primarily played an important role in the integration into inclusive education as a universal right for the actors involved in the formation of educational communities. In the research process, various areas of opportunity were identified that did not allow for true educational inclusion. In the social context, stereotypes frame attitudes that do not allow a vision beyond diversity, discriminating, isolating, and modifying empirical knowledge that harms the actors who interact within it. In the economic context, the limitations are more visible, restricting access to basic resources and thereby also giving rise to discrimination in the integration into educational communities. In the educational context, the areas of opportunity addressed in the social and economic contexts had a direct impact that reflected that not all actors had access to the same opportunities to integrate into the school community. Inclusive education is recognized as a path for the construction of more just, capable, and integrated educational spaces that provided value and a real possibility to learn and participate in all contexts.
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