La construcción de políticas sociales con enfoque de derechos humanos para losadultos mayores: estudio de caso, Bogotá 2009

 Resumen:Este artículo presenta los resultados de una investigación realizada en el primer semestre de 2009 por el Grupo de Investigación en Derechos Humanos de la Universidad del Rosario1 y financiada por la Secretaría de Integración Social del Distrito Capital, donde se buscó desarrollar lineamientos para una política pública para los adultos mayores en Bogotá. Se abordan, en primer lugar, los aportes conceptuales de la investigación y su relación con los principales trabajos que en la materia se adelantan por parte del Grupo de Investigación en Derechos Humanos de la Universidad del Rosario, luego se describen los hallazgos logrados a través del trabajo con grupos focales en 10 localidades de Bogotá y, finalmente concluir con una breve explicación acerca de los retos identificados en dicho proceso. Abstract:The article presents the results of a research done during the first semester of 2009 by the Human Right Research Team of the Rosario University, and financed by the Secretary of Social Integration from District Capital, where the development of guidelines for an the elder adult’s policy in Bogotá was pursued. The article considers, in first place, the conceptual contribution of the research and it is relation with the principal works that in the same subject are done by the Human Right Research Team of the University of Rosario. The findings are described throughout the focal groups of work in 10 communities of Bogotá. Finally, the article concludes with a brief explanation about the challenges identified in the process.

Proposal for Labor Market Integration of Teachers in Contexts of High Social Vulnerability

The purpose of this paper is to share a proposal for teacher’s labor market integration in contexts of high social5 vulnerability. This paper is the result of a research conducted in a priority attention primary school6 of the central canton of Heredia7. It explored the labor market integration process of teachers, considering the community, family and student reality of a population social risk. The research that supports this proposal is based on a qualitative approach, since the diagnosis process is not intended to provide answers that could be commonly applied to other education centers in similar contexts, but to make an exploratory approach of teachers’ reality and their integration process into education institutions of high social vulnerability. Therefore, although this paper intends to share this experience, it does not aim to unify integration practices, but to be an input in carrying out similar processes.  (5) The concept of high social vulnerability is understood based on Sojo’s approach (2003), which defines it as marginal urban communities in areas considered by the Costa Rican government as priority areas with the greatest social, economic backwardness in the country, and high rates of violence, leisure, unemployment and drug addiction. (6) Translator’s note: The Costa Rican education system is composed of primary education (1st-6th grade) and secondary education (7th-11th grade). (7)A public primary school in the circuit 02 of the Province of Heredia.

The Support Educational Commitee Participation in the Pedagogical Approach of an Educational Integration

Educational services are essential to social and economical development of people, mainly to the progress of all sectors of society. Establishing actions that can promote the participation of various social groups is essential to improve their quality of life and building more respectful and fair human rights without any discrimination or exclusion. In recent years, the Costa Rican education system has undergone significant changes due to the pedagogical approach of inclusive education in which students with educational needs may require different support and specialized resources for training and development. For this, the Basic Educational Division of the Center for Teaching and Research in Education, generated a concern of investigating the participation of the Committee of Educational Support in the process of educational integration, thus, determine the functions performed in the educational context, under the rules of the 7600 Equal Opportunity Act for people with disabilities, which is the entity that corresponds to regulate access to education by identifying the support required for students with educational needs and, advice and trains, administrative staff in schools both public and private in the country. In addition, there is also a concern for exploring the role of the Special Education teacher for this Committee, as well as learning the perceptions of teachers and parents about the functions performed by the committee.