The goal of the undergraduate program is to develop special educators who view the field through a deliberative, critical, pedagogical perspective. They will reframe pedagogical, educational, and didactics knowledge using a sensitive, critical, and innovative approach. These educators will interact at different levels, contexts, and modalities within the education field to enhance educational, cultural, and social processes with and for people with disabilities and/or exceptional abilities and talents.

Our Bachelor’s Degree is based on the abilities approach, which involves the recognition of the impact that pedagogical training as a special educator has on the construction of the lives of subjects from their Being (abilities), Knowledge and Skills (abilities) and Experiences (actions and performances).

These skills are linked to one’s identity as a citizen, educator, and special educator, and are developed through various categories of skills:

• Self-regulated learning
• Interpersonal connections and networking
• Knowing and imagining
• Involvement and shared responsibility in governance
• Multiculturalism and diversity
• Communication and languages
• Other Communications
• Pedagogical
• Educational
• Didactics
• Evaluative

This represents the training process outlined in study program, which lays out the pedagogical journey.

Pedagogical navigation path

This pathway is woven together through different stances, conflicts, and attitudes within the field of Special Education, by traversing a map that connects the following points:

Alterity and Othering

By introducing the alterity category, this approach challenges the traditional developmentalist, rehabilitative, constructivist, and cognitive theories that have historically guided special education. It emphasizes the importance of recognizing and addressing the concept of difference, rather than the mere perception of different individuals, in educational settings.

Ethical-political iniciatives. From a philosophical-political standpoint

The ethical and political components are interrelated and recognized as fundamental. This recognition allows individuals, including oneself and others to be considered as political subjects within a particular socio-historical context. The aim is to put into action rights-based approaches that defend and assert the importance of education as a means of building a better society, with teachers being able to transform the current reality and create a positive change.

Educational – pedagogical initiatives

It involves conceiving the curriculum as a process built among individuals, formative intentionality, and contextual factors. Three interconnected characteristics that are fundamental for its development are established: critical thinking, flexibility, and continuous evolution.