Meanings given to educational practice by students with disabilities of the Bachelor of Nutrition

The School of Nutrition of the Faculty of Medical Sciences of the National University of Córdoba, since 2010, systematically applies different strategies for the access, permanence and graduation of students with disabilities within the frame work of its institutional policies. In this article, a re...

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Detalles Bibliográficos
Autores principales: Cristaldo, Patricia Elisabet, Oberto, María Georgina, Celi, María Alejandra, Mamondi, Verónica, Laquis, Mariana
Formato: Artículo revista
Lenguaje:Español
Publicado: IRICE (CONICET-UNR) 2023
Materias:
students
disability
educational practices
institutional management
estudiantes
discapacidad
prácticas educativas
gestión institucional
Acceso en línea:https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1679
Aporte de:
Revista IRICE (CONICET) de Universidad Nacional de Rosario
id I15-R240-article-1679
record_format ojs
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-240
container_title_str Revista IRICE (CONICET)
language Español
format Artículo revista
topic students
disability
educational practices
institutional management
estudiantes
discapacidad
prácticas educativas
gestión institucional
spellingShingle students
disability
educational practices
institutional management
estudiantes
discapacidad
prácticas educativas
gestión institucional
Cristaldo, Patricia Elisabet
Oberto, María Georgina
Celi, María Alejandra
Mamondi, Verónica
Laquis, Mariana
Meanings given to educational practice by students with disabilities of the Bachelor of Nutrition
topic_facet students
disability
educational practices
institutional management
estudiantes
discapacidad
prácticas educativas
gestión institucional
author Cristaldo, Patricia Elisabet
Oberto, María Georgina
Celi, María Alejandra
Mamondi, Verónica
Laquis, Mariana
author_facet Cristaldo, Patricia Elisabet
Oberto, María Georgina
Celi, María Alejandra
Mamondi, Verónica
Laquis, Mariana
author_sort Cristaldo, Patricia Elisabet
title Meanings given to educational practice by students with disabilities of the Bachelor of Nutrition
title_short Meanings given to educational practice by students with disabilities of the Bachelor of Nutrition
title_full Meanings given to educational practice by students with disabilities of the Bachelor of Nutrition
title_fullStr Meanings given to educational practice by students with disabilities of the Bachelor of Nutrition
title_full_unstemmed Meanings given to educational practice by students with disabilities of the Bachelor of Nutrition
title_sort meanings given to educational practice by students with disabilities of the bachelor of nutrition
description The School of Nutrition of the Faculty of Medical Sciences of the National University of Córdoba, since 2010, systematically applies different strategies for the access, permanence and graduation of students with disabilities within the frame work of its institutional policies. In this article, a review of these actions is carried out from the feelings of two current students of the undergraduate degree in nutrition who have visual disabilities. In the first instance, an analysis of the action protocols and their perspectives in the framework of institutional management and teaching experiences is presented. In addition, the academic trajectory of the student population with disabilities of the School of Nutrition is contextualized. For the development of in-depth interviews, two more advanced students in the career were selected with the purpose of describing the educational practices that they go through and have gone through since their university insertion. From their points of view, the School of Nutrition responded to the emerging issues that emerged in each case through specific adjustments, reducing communication barriers. The beliefs, meanings and evaluations that each student makes of herself and educational practice lead to particular relational dynamics in the academic field. Not knowing all of this limits the possible actions for accessibility to higher education.
publisher IRICE (CONICET-UNR)
publishDate 2023
url https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1679
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AT celimariaalejandra meaningsgiventoeducationalpracticebystudentswithdisabilitiesofthebachelorofnutrition
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last_indexed 2024-08-12T21:37:33Z
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spelling I15-R240-article-16792023-12-01T17:33:55Z Meanings given to educational practice by students with disabilities of the Bachelor of Nutrition Sentidos otorgados a la práctica educativa por estudiantes con discapacidad de la Licenciatura en Nutrición Cristaldo, Patricia Elisabet Oberto, María Georgina Celi, María Alejandra Mamondi, Verónica Laquis, Mariana students disability educational practices institutional management estudiantes discapacidad prácticas educativas gestión institucional The School of Nutrition of the Faculty of Medical Sciences of the National University of Córdoba, since 2010, systematically applies different strategies for the access, permanence and graduation of students with disabilities within the frame work of its institutional policies. In this article, a review of these actions is carried out from the feelings of two current students of the undergraduate degree in nutrition who have visual disabilities. In the first instance, an analysis of the action protocols and their perspectives in the framework of institutional management and teaching experiences is presented. In addition, the academic trajectory of the student population with disabilities of the School of Nutrition is contextualized. For the development of in-depth interviews, two more advanced students in the career were selected with the purpose of describing the educational practices that they go through and have gone through since their university insertion. From their points of view, the School of Nutrition responded to the emerging issues that emerged in each case through specific adjustments, reducing communication barriers. The beliefs, meanings and evaluations that each student makes of herself and educational practice lead to particular relational dynamics in the academic field. Not knowing all of this limits the possible actions for accessibility to higher education. La Escuela de Nutrición de la Facultad de Ciencias Médicas de la Universidad Nacional de Córdoba (UNC), desde el año 2010, aplica sistemáticamente diferentes estrategias para el acceso, permanencia y egreso de estudiantes con discapacidad en el marco de sus políticas institucionales. En el presente artículo, se realiza una revisión de esas actuaciones desde los sentires de dos estudiantes actuales de la carrera de Licenciatura en Nutrición que presentan discapacidad visual. En primera instancia, se expone un análisis de los protocolos de actuación y perspectivas de los mismos en el marco de la gestión institucional y de las experiencias docentes. Además, se contextualiza la trayectoria académica de la población estudiantil con discapacidad de la Escuela de Nutrición. Para el desarrollo de las entrevistas en profundidad, se seleccionaron dos estudiantes más avanzadas en la carrera con el propósito de describir las prácticas educativas que atraviesan y atravesaron desde su inserción universitaria. Desde sus miradas, la Escuela de Nutrición dio respuestas a los emergentes surgidos en cada caso mediante adecuaciones específicas, disminuyendo las barreras comunicacionales. Las creencias, sentidos y valoraciones que cada estudiante hace de sí misma y de la práctica educativa, conlleva a dinámicas relacionales particulares en el ámbito académico. Desconocer todo ello limita las acciones posibles para la accesibilidad a la educación superior. IRICE (CONICET-UNR) 2023-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/zip https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1679 10.35305/revistairice.vi45.1679 Revista IRICE; Núm. 45 (2023); 41-57 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1679/2735 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1679/2753 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1679/2737 Derechos de autor 2023 Mgter. Patricia Elisabet Cristaldo, Mgter. María Georgina Oberto, Lic. Maria Alejandra Celi, Mgter Verónica Mamondi, Dra Mariana Laquis https://creativecommons.org/licenses/by-nc-sa/4.0

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