Ética de los cuidados: una base teórica para la inclusividad relacional
Resumen La educación inclusiva es un objetivo primordial de la educación contemporánea, una sociedad inclusiva es necesaria para garantizar la democracia, la justicia y la paz. Sin embargo, los enfoques individualistas actuales a menudo no logran abordar la naturaleza relacional de los estudiantes y la necesidad de un aprendizaje adaptativo y personalizado. La inclusión relacional surge como un enfoque innovador, que desplaza el foco de modelos centrados en el individuo hacia un marco que enfatiza la interconexión y las comunidades de apoyo. Este paradigma fomenta contextos receptivos que mejoran el rendimiento académico, el desarrollo socioemocional y el personal. La inclusión relacional integra el análisis de redes sociales para evaluar las dinámicas sociales, permitiendo a los educadores tomar decisiones pedagógicas informadas tras identificar a estudiantes clave y marginados. A pesar de su potencial práctico, la inclusión relacional carece de un sustento pedagógico y filosófico sólido que respalde su relevancia. La ética de los cuidados, que reconceptualiza a las personas como seres interdependientes que dependen de relaciones de cuidado, proporciona la base teórica necesaria. El objetivo de este estudio es establecer los fundamentos filosóficos y teóricos de la inclusión relacional basados en la ética de los cuidados, promoviendo un cambio educativo centrado en relaciones interdependientes. Este artículo utilizó un diseño de síntesis teórica para resumir e integrar los principios de la inclusión relacional y la ética de los cuidados en un marco sólido. La dimensión educativa de la ética de los cuidados complementa y amplía la inclusión relacional al destacar la importancia de cultivar relaciones de cuidado en contextos educativos. Esta síntesis teórica amplía la comprensión de la comunidad educativa sobre la educación relacional, ofreciendo un enfoque más adaptativo e interdependiente adecuado a las complejidades de las relaciones humanas.
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Velasquez, A., West, R., Graham, C., & Osguthorpe, R. (2013). Developing caring relationships in schools: A review of the research on caring and nurturing pedagogies. Review of Education, 1(2), 162–190. https://doi.org/10.1002/rev3.3014
Alqahtani, R. (2015). High school peer buddy program: Impact on social and academic achievement for students with disabilities. European Journal of Educational Sciences, 2(1), 1-16. https://doi.org/10.19044/ejes.v2no1a1
Borgatti, S. P., Everett, M. G., & Johnson, J. C. (2013). Analyzing Social Networks. Thousand Oaks, CA: Sage.
Busquets, M. (2019). Discovering the importance of Ethics of Care. Folia humanística, 12. https://doi.org/10.30860/0053
Caduff, A., Lockton, M., Daly, A. J., & Rehm, M. (2023). Beyond sharing knowledge: Knowledge brokers’ strategies to build capacity in education systems. Journal of Professional Capital and Community, 8(2), 109–124. https://doi.org/10.1108/JPCC-10-2022-0058
Camps, M. (2021). Time for care: another way of being in the world. Arpa editores.
Cann, R., Sinnema, C., Rodway, J., & Daly, A. J. (2024). What do we know about interventions to improve educator wellbeing? A systematic literature review. Journal of Educational Change, 25(2), 231–270. https://doi.org/10.1007/s10833-023-09490-w
Carmona-Gallego, D. (2023). Percepciones y prácticas de cuidado desde una dimensión ética. Revista Austral de Ciencias Sociales, 45, 241–261. https://doi.org/10.4206/rev.austral.cienc.soc.2023.n45-13
Dubos, R. (2017). Social capital: Theory and research. Routledge.
Esteban-Guitart, M., & Moll, L. C. (2014). Funds of identity: A new concept based on the funds of knowledge approach. Culture & psychology, 20(1), 31-48.
Gilligan, C. (1982). In a different voice: psychological theory and women's development. Cambridge: Harvard University Press.
Goodrich, A. (2018). Peer Mentoring and Peer Tutoring Among K–12 Students: A Literature Review. Update: Applications of Research in Music Education, 36(2), 13-21. https://doi.org/10.1177/8755123317708765
Held, V. (2006). The ethics of care: Personal, political, and global. Oxford University Press.
Jaakkola, E. (2020). Designing conceptual articles: Four approaches. AMS Review, 10(1–2), 18–26. https://doi.org/10.1007/s13162-020-00161-0
Johnson, D. W., & Johnson, R. T. (2018). Cooperative learning: The foundation for active learning. Active learning—Beyond the future, 59-71. https://doi.org/10.5772/intechopen.81086
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.
Leinonen, T., Keune, A., Veermans, M., & Toikkanen, T. (2016). Mobile apps for reflection in learning: a design research in K‐12 education. British Journal of Educational Technology, 47(1), 184-202. https://doi.org/10.1111/bjet.12224
Lynch, K. (2007). Love Labour as a Distinct and Non-Commodifiable Form of Care Labour. The Sociological Review, 55(3), 550–570. https://doi.org/10.1111/j.1467-954X.2007.00714.x
Mallén-Lacambra, C., Pic, M., Lavega Burgués, P., & Ben-Chaabâne, Z. (2024). Educating gender equity through non-competitive cooperative motor games: Transforming stereotypes and socio-affective dynamics. Retos, 60, 498–508. https://doi.org/10.47197/retos.v60.107364
Mamas, C., Cohen, S.R., & Holtzman, C. (2024). Relational Inclusivity in the Elementary Classroom: A Teacher’s Guide to Supporting Student Friendships and Building Nurturing Communities (1st ed.). Routledge.
Mamas, C., Daly, A. J., & Schaelli, G. H. (2019a). Socially responsive classrooms for students with special educational needs and disabilities. Learning, Culture and Social Interaction, 23, 100334. https://doi.org/10.1016/j.lcsi.2019.100334
Mamas, C., Daly, A. J., Struyve, C., Kaimi, I., & Michail, G. (2019b). Learning, friendship and social contexts: Introducing a social network analysis toolkit for socially responsive classrooms. International Journal of Educational Management, 33(6), 1255-1270. https://doi.org/10.1108/IJEM-03-2018-0103
Mamas, C., & Unesco, J. (2024). Exploring the Social Networks of Highly Diverse Middle School Students with Disabilities. International Journal of Disability, Development and Education, 1-17. https://doi.org/10.1080/1034912X.2023.2239165
Mamas. C., & Huang, D. (2022). Social Network Analysis Software Packages. In Frey B. (editor) The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation (2nd edition).
Mamas, C., & Trautman, D. (2023). Leading Towards Relational Inclusivity for Students Identified as Having Special Educational Needs and Disabilities. In Daly, A. J., Liou, Y.H. (Eds.), The Relational Leader: Catalyzing Social Networks for Educational Change. Bloomsbury.
Mauleón, X. E. (2020). Dependientes, vulnerables, capaces, receptividad y vida ética. Los libros de la Catarata.
Molinier, P (2018). El cuidado puesto a prueba por el trabajo. Vulnerabilidades cruzadas y saber-hacer discretos, In Gutiérrez, D. (Eds.), El trabajo de cuidado (pp. 191-214). Fundación Mediafé.
Niemi, P. M., & Hotulainen, R. (2016). Enhancing students’ sense of belonging through school celebrations: A study in Finnish lower-secondary schools. International Journal of Research Studies in Education, 5(2), 43-58. https://doi.org/10.5861/ijrse.2015.1197
Noddings, N. (1984). Caring: A Feminine Approach to Ethics and Moral Education. University of California Press.
Rabin, C., & Smith, G. (2013). Teaching care ethics: Conceptual understandings and stories for learning. Journal of Moral Education, 42(2), 164–176. https://doi.org/10.1080/03057240.2013.785942
Rabjerg, B. (2017). An analysis of human interdependent existence. Res Cogitans, 12(1), 93-110. https://doi.org/10.7146/rc.1296646
Ryynänen, S., & Nivala, E. (2017). Empowerment or emancipation? Interpretations from Finland and beyond. Pedagogía Social. Revista Interuniversitaria, 33-46. https://doi.org/10.SE7179/PSRI_2017.30.03
Sen, A. (1999). Development as freedom. Knopf.
Shaeffer, S. (2019). Inclusive education: a prerequisite for equity and social justice. Asia Pacific Educ. Rev. 20, 181–192. https://doi.org/10.1007/s12564-019-09598-w
Skipper, Y., & Douglas, K. (2012). Is no praise good praise? Effects of positive feedback on children's and university students’ responses to subsequent failures. British Journal of Educational Psychology, 82(2), 327-339. https://doi.org/10.1111/j.2044-8279.2011.02028.x
Tronto, J. C. (1998). An ethic of care. Generations-Journal of the American Society on Aging, 22(3), 15–20.
UNESCO (2022). Reimagining our futures together: A new social contract for education. Unesco; SM foundation.
Vázquez-Verdera, V. (2009). Education and the Ethics of Care in the thought of Nel Noddings. [Doctoral dissertation, University of Valencia]. RODERIC https://roderic.uv.es/items/1ba4c7c4-0a42-4df3-8a35-f911bffcc203
Vega-Solís, C. Martínez-Buján, R., & Paredes-Chauca, M. (2018). Cuidado, comunidad y común. Extracciones, apropiaciones y sostenimiento de la vida. Traficantes De Sueños Útil.
Velasquez, A., West, R., Graham, C., & Osguthorpe, R. (2013). Developing caring relationships in schools: A review of the research on caring and nurturing pedagogies. Review of Education, 1(2), 162–190. https://doi.org/10.1002/rev3.3014
Mallén-Lacambra, C., & Mamas, C. (2025). Ética de los cuidados: una base teórica para la inclusividad relacional. Teoría De La Educación. Revista Interuniversitaria, 37(2), 99–124. https://doi.org/10.14201/teri.32183
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