<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0122-7238</journal-id>
<journal-title><![CDATA[Revista Historia de la Educación Latinoamericana]]></journal-title>
<abbrev-journal-title><![CDATA[Rev.hist.educ.latinoam.]]></abbrev-journal-title>
<issn>0122-7238</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica de Colombia - UPTC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0122-72382020000100095</article-id>
<article-id pub-id-type="doi">10.19053/01227238.10105</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educación Especial y sus implicancias en contextos de diversidad cultural: análisis desde La Araucanía]]></article-title>
<article-title xml:lang="en"><![CDATA[Special needs education and its implication in cultural diversity contexts: analysis from La Araucanía]]></article-title>
<article-title xml:lang="pt"><![CDATA[Educação Especial e suas implicações em contextos de diversidade cultural: uma análise a partir da Aracucanía]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gutiérrez-Saldivia]]></surname>
<given-names><![CDATA[Ximena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rivera Gutiérrez]]></surname>
<given-names><![CDATA[Catalina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Temuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>22</volume>
<numero>34</numero>
<fpage>95</fpage>
<lpage>112</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0122-72382020000100095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0122-72382020000100095&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0122-72382020000100095&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Objetivo: Este artículo plantea un análisis crítico sobre la Educación Especial en contextos de diversidad cultural confrontando supuestos teóricos asociados al enfoque médico, la teoría del etiquetamiento y perspectiva de poder.  Método: El análisis se desarrolla a través de la revisión de literatura científica y normativa nacional e internacional, empleando un método documental-descriptivo. La recuperación de documentos se realizó desde las bases de datos Web of Science, Scopus y Scielo.  Estrategias: Un análisis de los documentos recuperados ha permitido establecer que la Educación Especial en contextos de diversidad cultural podría constituir un dispositivo de control para homogeneizar a la población escolar, lo que se realiza a través de un sistema de clasificación y etiquetado, donde se utilizan procedimientos como el examen y el diagnóstico, en base a estándares aplicados por el grupo dominante.  Originalidad: El artículo contribuye a la problematización de la educación especial en contextos educativos interculturales para avanzar hacia respuestas educativas culturalmente pertinentes. Se puede  concluir que, tanto en Latinoamérica como en la región de La Araucanía se requiere repensar la Educación Especial desde nuevos marcos epistemológicos -como la interculturalidad crítica- que permitan reconocer y valorar la diversidad cultural.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This work aims at analyzing the special needs education through an epistemological reflection in contexts of social and cultural diversity. The analysis is developed, through the review of scientific literature in national and international regulations, using a documentary-descriptive method. The analysis considers the theory of abnormality that underlies the medical model applied to education, the theory of labeling and the perspective of power. The results reveal that Special Needs Education could make up a regulatory control to homogenize the school population, which is materialized through a classification and labeling system through examination and diagnostic procedures based on standards applied by the dominant group. It is concluded that, in order to move towards a possible conceptualization of Special Needs Education in indigenous territories such as La Araucanía, a new way of thinking is needed on issues related to special educational needs from a critical perspective in order to break western structure and canons.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo deste trabalho é analisar a Educação Especial por meio de uma crítica epistemológica em contextos de diversidade social e cultural. A análise se desenvolve através da revisão da literatura científica e normativa nacional e internacional, aplicando um método documental-descritivo. A análise considera a teoria da anormalidade que subjaz no modelo médico aplicado à educação, a teoria da rotulação e a perspectiva do poder. Os resultados revelam que a Educação Especial poderia constituir um dispositivo de controle para homogeneizar a população escolar, que se materializa mediante um sistema de classificação e rotulação através de procedimentos de exames e diagnósticos com base em normas aplicadas pelo grupo dominante. Conclui-se que, para avançar para uma possível conceitualização da Educação Especial em territórios indígenas como La Araucanía, é necessária uma nova forma de pensar as questões associadas às necessidades educacionais especiais a partir de uma perspectiva crítica com o fim de romper com a estrutura e os cânones ocidentais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación especial]]></kwd>
<kwd lng="es"><![CDATA[normalidad]]></kwd>
<kwd lng="es"><![CDATA[necesidades educativas especiales]]></kwd>
<kwd lng="es"><![CDATA[teoría del etiquetado.]]></kwd>
<kwd lng="en"><![CDATA[Special Needs Education]]></kwd>
<kwd lng="en"><![CDATA[normalcy]]></kwd>
<kwd lng="en"><![CDATA[theory of labeling.]]></kwd>
<kwd lng="pt"><![CDATA[Educação especial]]></kwd>
<kwd lng="pt"><![CDATA[normalidade]]></kwd>
<kwd lng="pt"><![CDATA[necessidades educativas especiais]]></kwd>
<kwd lng="pt"><![CDATA[teoria da rotulação.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<given-names><![CDATA[Yennifer]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Hegemonía de la normalidad en la escuela]]></article-title>
<source><![CDATA[Educación y Ciudad]]></source>
<year>2017</year>
<numero>33</numero>
<issue>33</issue>
<page-range>115-26</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
