Inclusión educativa desde el enfoque de derechos humanos: propuesta pedagógica controversial

Abstract

The purpose of this article is to reflect on educational inclusion from a critical and purposeful perspective, taking human rights education as a baseline for the training of citizens who contribute to the achievement of an inclusive society. Some theoretical considerations are presented from which it is convenient to base the study of inclusive education as a second-generation fundamental human right in Mexico. Next, the developments and obstacles that the fulfillment of human rights in Mexico has faced are explained. It is integrated into controversial pedagogy as a facilitator of induction and dialogue, problematizing components that must be considered when educating on human rights issues. Based on the above, it is proposed to incorporate the understanding of the term inclusive education in the curriculum, from the historical-conceptual analysis of human rights in conjunction with the implementation of pedagogy, didactics and evaluation from a critical-controversial approach. Innovating in the field of human rights education must be analyzed as a transversal competence, based on a controversial pedagogy that allows establishing the foundations of the school of the future, which must seek to train critical and transformative people in society.