Abstract

CONDE, Stefanía. Focal-Universal Tension in Educational Inclusion Policies in Uruguay: Analysis of the Curricular Dimension from a Perspective of Justice. Propuesta educativa (Online) [online]. 2019, n.51, pp.131-142. ISSN 1995-7785.

This article analyzes the relationship between focalization and universalization in the context of the policies of educational inclusion developed in Uruguay since 2005. Especially, emphasis is placed on the curriculum as one of the dimensions of these policies that is affected by this tension. It is important to focus on the prescribed curriculum and the real curriculum, with the aim of emphasizing not only the design, from which the cultural contents to be transmitted are selected, but also in the development of the proposal, in which they occupy a protagonist place the subjects that transform and at the same time produce culture in the school. Based on a qualitative approach, this work recovers contributions of two research studies concerning two proposals for inclusive education that are implemented in Uruguay in middle education, in order to problematize the curricular dimension within the framework of the tension between the focal and universal character of the policies, from a perspective of justice.

Keywords : Inclusion policies; Focalization; Universalization; Curriculum; Justice.

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