PRACTICES, SPEECHES, AND KNOWLEDGE: A LOOK AT INCLUSIVE EDUCATION FROM THE PERSPECTIVE OF HUMAN RIGHTS

Abstract

Education is a fundamental right whose guarantee goes beyond the design of access policies and
guidelines from ministries of education; it is necessary for teachers to change education traditional
paradigms, which for years have tried to homogenize, and to recognize diversity among students.
This dynamic entails a diversification of the pedagogical practice for the elimination of learning
obstacles, which children and youth have historically had to face with. From this standpoint, this paper
presents the main advances and challenges in the framework of an inclusive education in Colombia,
from the analysis of the juridical references which aim at transforming practices, discourses and
knowledges around plurality in the framework of human rights