El derecho a la educación superior frente a la ancianidad y la discapacidad en Argentina
Keywords:
Ancianidad, Discapacidad, Derecho de la Educación, Elderly people, Disability, The Right to EducationAbstract
La humanidad a lo largo de su historia ha decidido quiénes tienen la hegemonía para reconocer el derecho a la vida, a la salud, al trabajo, a la educación, etc. Los que no integran el grupo dominante, quedan relegados a formar parte de las minorías o grupos vulnerables. Entre ellos, encontramos a los ancianos y las personas con discapacidad, que más allá de no ser idénticos, presentan problemáticas similares: la falta de acceso a la salud, al trabajo, a la educación y la discriminación, a través de actitudes sociales y de los obstáculos materiales del entorno. La educación es uno de los desafíos más importantes de este tiempo y de ello nos ocuparemos en este trabajo.
Tanto desde el punto de vista etimológico como filosófico se advierte que la educación nos permite desenvolvernos como persona y nos constituye como sujetos. Hoy incluso se tiende a considerar que la educación del hombre debe, no cesar nunca, transformándose solamente de acuerdo con las diversas edades, capacidades, intereses, etc.
Desde el Derecho se observa que sin condiciones materiales y normativas específicamente referidas a la educación de las personas vulnerables resulta difícil garantizar el proceso de personalización que ella genera con su práctica.
En Argentina las personas de edad y aquellas que están en situación de discapacidad son las más excluidas de la educación en el nivel universitario, afectando ello su afán de progreso y disminuyendo su calidad de vida de manera radical. La causal de este fenómeno de exclusión educativa es la existencia de barreras: físicas, en la comunicación, tecnológicas y psico-socio-culturales, tan arraigadas en el inconsciente colectivo, que ni siquiera la ley en ciertas ocasiones ha podido eliminar, impidiendo así, el ejercicio del derecho a la educación superior a los fines del cumplimiento del valor justicia.
En este trabajo abordaremos el estudio de las razones que sostienen la disociación que hoy existe entre la realidad social de las personas vulnerables que pretenden ejercer su derecho a la educación superior y las normativas vigentes en Argentina en la materia.
Through history, mankind has decided who has the hegemony to recognise the right to life, health, work, education, etc. Those who aren’t part of the dominant group are consigned as a part of minority or vulnerable groups. Among them, we find old people and people with disability which, even though they are not the same, they have similar problems: the difficulty to access to health, work, education; and the discrimination through social attitudes and the material obstacles of the environment. Education is one of the most important challenges of our time and we are going to talk about it in this work.
From the etymological and philosophical point of view, we can see the education allow us to develop ourselves both as a person and subject. Today there is a tendency to consider the education of the man as something that must never stop, only changing according to the different stages of life.
From the law, we can see that without a material and normative approach specifically connected with vulnerable people education, it is very difficult to guarantee the process to personalize the subject through the education.
In Argentina, elder people and those with a disabling condition are more often excluded from university education making them difficult to progress in life and drastically reducing their quality of life. The causes of this phenomenon of educative exclusion is due to physical, communication, technological, psychological, social and cultural barriers, which are in the collective unconscious and that even the law hasn’t been able to remove, making impossible to carry out the right of university education in order to do justice.
In this work we are going to study the reasons that held the dissociation there is in the social reality of the vulnerable people who want to have the right to university education and the regulations in Argentina.
DOWNLOAD THIS PAPER FROM SSRN: http://ssrn.com/abstract=1974881
Downloads
Downloads:
PDF 62
Downloads
Published
How to Cite
Issue
Section
License
OSLS strictly respects intellectual property rights and it is our policy that the author retains copyright, and articles are made available under a Creative Commons licence. The Creative Commons Non-Commercial Attribution No-Derivatives licence is our default licence, further details available at https://creativecommons.org/licenses/by-nc-nd/4.0 If this is not acceptable to you, please contact us.
The non-exclusive permission you grant to us includes the rights to disseminate the bibliographic details of the article, including the abstract supplied by you, and to authorise others, including bibliographic databases, indexing and contents alerting services, to copy and communicate these details.
For information on how to share and store your own article at each stage of production from submission to final publication, please read our Self-Archiving and Sharing policy.
The Copyright Notice showing the author and co-authors, and the Creative Commons license will be displayed on the article, and you must agree to this as part of the submission process. Please ensure that all co-authors are properly attributed and that they understand and accept these terms.
