Una aproximación dialógica al estudio de la autodeterminación de adutos jóvenes con la discapacidad intelectual
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Palabras clave

Autodeterminación
Aprendizaje Dialógico
Interacciones Dialógicas
Discapacidad Intelectual
Educación Inclusiva
Inclusión Social
Jóvenes

Cómo citar

Rubio-Jiménez, A. L. (2024). Una aproximación dialógica al estudio de la autodeterminación de adutos jóvenes con la discapacidad intelectual. DIDAC, (83 ENE.JUN), 47–56. https://doi.org/10.48102/didac.2024.83_JUL-DIC.151

Resumen

La autodeterminación está relacionada con la toma de decisiones consciente e intencionada. Aunque diversas teorías destacan la naturaleza interactiva y relativa de la autodeterminación en personas con discapacidad intelectual, los estudios empíricos tienden a seguir enfoques individualistas centrados en el desarrollo de sus habilidades. El presente trabajo propone una perspectiva dialógica para explorar y promover la autodeterminación, sus aspectos más relevantes para los jóvenes con discapacidad intelectual y cómo podría coconstruirse en los diálogos que entablan con otras personas. Para ello, se siguió un diseño flexible de corte etnográfico, en el cual participaron, con sus observaciones, 10 jóvenes con discapacidad intelectual y tres facilitadores de un programa de transición a la vida adulta, en grupos de discusión. A partir de un estudio temático y un análisis sociocultural del discurso, los resultados indicaron aspectos que los jóvenes identifican como relevantes en su toma de decisiones, así como formas en las que la autodeterminación puede promoverse u obstaculizarse en el diálogo.

https://doi.org/10.48102/didac.2024..83_JUL-DIC.151
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Citas

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