Inclusión educativa de estudiantes con diversidad funcional visual en clases de ciencias naturales: un análisis desde la política pública

In recent years, a series set of actions have been undertaken that have made it possible * Estudiante del Doctorado Interinstitucional en Educación. Universidad Pedagógica Nacional, Colombia. dccastroc@upn.edu.co https:// orcid.org/0000-0001-5590-7185 ** Doctora en Lógica, Historia y Filosofía de la Ciencia. Universidad Pedagógica Nacional, Colombia. rtuay@pedagogica.edu.co https://orcid. org/0000-0002-2040-2854 DOI: https://doi.org/10.14483/23464712.16836 Resultado de Investigación Recibido: 19 de Agosto de 2020; aprobado: 08 de abril de 2021 Inclusión educativa de estudiantes con diversidad funcional visual en clases de ciencias naturales. Un análisis desde la política pública Castro, D. C.; tuay, r. N. [ 226 ] Góndola, Enseñanza y Aprendizaje de las Ciencias e-ISSN: 2346-4712 • Vol. 16, No. 2 (may.-ago., 2021), pp. 225-237 to include into the school, visual diversity people, blind, in the teaching and learning processes of natural sciences, which occur as a consequence of the movements given worldwide, since the Declaration on Education for All (Unesco, 1990). In this order of ideas, some institutions at Bogotá city, Colombia, have been endowed with physical and human resources to attend serve these communities, however, it is necessary, more reflection and theoretical proposals on the implications to approaching objects are necessary, the knowledge of science and how these should be taught from the recognition of the sensorial capacities of students. In this research article, an analysis is made of some national and international public policy documents related to science education and its inclusion perspective for students with visual functional diversity, and particular documents on educational inclusion were carried out. The study is part of a thesis of the Interinstitutional Doctorate in Education of the Universidad Pedagógica Nacional