Resumen

NAVARRETE AVILA, Marco Antonio. Educational mediation as a strategy for cognitive justice in Latin American communities and territories. Horizontes Rev. Inv. Cs. Edu. [online]. 2021, vol.5, n.17, pp.108-123.  Epub 30-Mar-2021. ISSN L:2616-7964.  https://doi.org/10.33996/revistahorizontes.v5i17.162.

The objective of this article is to generate a critical questioning space about educational practices and the role of educators, therapists, and communities as significant learning mediators of communities with Intellectual Functional Diversity. As a methodological strategy, a triangulation of research results was raised against new bibliographic references, and through socialization via digital. The inclusion of adults with functional diversity in Chile and Latin America is confusing and has an outdated model embedded (emphasis on rehabilitation). The mediators of the present should consider the Theory of Medium Learning as a socio-educational strategy to consider the development of the infinite potential of the human being. Research, and other processes associated with building social knowledge, in turn requires an update on its strategies and methods, suggesting an approach through the perspective of the Southern Epistemologies.

Palabras clave : Intellectual functional diversity; educational strategy; inclusive education; cognitive justice; educational mediation.

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