Lo sforzo non valido. Analisi delle nozioni di umanità che banalizzano l’educazione degli studenti con disabilità
DOI:
https://doi.org/10.6092/issn.1970-2221/16137Parole chiave:
disabilità, inclusione, argomentazione, condizione umana, approccio contrattualeAbstract
L’istruzione per le persone con disabilità è diventata una priorità in Messico, dove nonostante l’abbondanza di politiche di inclusione, la percentuale di popolazione con disabilità che frequenta la scuola è minima, per non parlare delle maggiori possibilità di abbandono e delle avversità economiche che devono affrontare. Questa ricerca si propone di comprendere le cause della loro esclusione dalle scuole elementare e media nel contesto messicano. Attraverso l’analisi di interviste a soggetti di tre diverse categorie di scuole: pubbliche, speciali e private, che accolgono studenti con disabilità, è emerso che le nozioni di umanità e normalità hanno premesse implicite sulla funzionalità e sull’utilitarismo economico, e che esiste un insostenibile ottimismo sul rendimento scolastico degli studenti. Questa ricerca rivela l’influenza della logica utilitaristica soggiacente alla tradizione politica contrattualistica sull’educazione, e solleva interrogativi sulla sua convenienza in un mondo umano, non esclusivamente razionale e i cui abitanti non sono permanentemente funzionali o ‘normali’.
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