Análisis de las políticas en relación con la garantía del derecho a la educación en Bogota D.C. de las personas con discapacidad

Abstract

Colombia in the education sector has a robust legal structure in relation to jurisprudence related to access to the education system for the population with disabilities, as of November 2019, 42 documents are included that include since the Political Constitution of Colombia, passes for its regulation and implementation of the different laws, decrees, resolutions, circulars. It should be noted, and according to Galindo (2018) that seen from the perspective of the Kelsen pyramid which is the graphic representation of ideas at the legal level in a staggered manner of the Colombian legal order and hierarchy evidences the importance of inclusion for legal assertiveness for the person with disabilities (PCD) which, over the years, is gaining increasing strength and dynamism, although its organization at the legislative level guarantees the attention of the PCD. Although there is a discrepancy in their attention and as a result resort to legal actions in order to materialize this right, mitigating one of the conditions of vulnerability This degree work related Colombian regulations, to the question, what are the public policies that allow materializing the right to inclusive education of people with disabilities? Therefore, it was convenient to identify the relationships and characteristics of said policy where they guarantee equity to the academic formation of the PCD. Hence, the investigation identified through a documentary analysis the transition of Colombian public policies against the linking, entry and permanence of PCDs in the Colombian education system.Although these policies exist, legal actions were evidenced that guarantee the right to education of the PCD. Likewise, the concern arose if those involved in the Colombian educational process know about perceptions of school inclusion from national public policy. This research served to unveil these concerns where a qualitative approach was based, through a documentary analysis of the regulations which was analyzed through the MAXQDA®, as well as some legal actions and printing of some actors of the educational community. Educational reflecting the need for teacher training with qualities and capacities for attention to diversity from the attention to people with disabilities (PCD) in educational establishments; in the same way it is necessary to generate spaces of opportunity for the all age ranges of people with disabilities; Find strengthening scenarios for people with multiple disabilities whose health conditions and ability would benefit from integral spaces with authorization from all dimensions.