Abstract

OCAMPO GONZALEZ, Aldo. Neurodiversity, pedagogies of the minor and subjectivizing singularity: assessing learning through the perspective of performance in action. RCUISRAEL [online]. 2020, vol.7, n.3, pp.151-171. ISSN 2631-2786.  https://doi.org/10.35290/rcui.v7n3.2020.319.

The construction of assessment instruments and the implementation of learning experiences articulated through the principles of neurodiversity assumes a significant change in the way of conceiving the classroom and its processes, with the purpose of maximizing the educational opportunities of the student body according to their singularity. This paper analyzes alarm bells and school learning through its two most common syndromes: fragile knowledge and poor thinking. In addition, the coordinates that define the perspective of performance in action and the qualities of understanding are explored, key devices in the design of evaluation instruments. Subsequently, the study focuses on the understanding of inclusive education and its relationship with educational justice, recognizing that this not only produces new knowledge, but also powerful alterative angles of vision of reality, it becomes an ontological and pedagogical conception of what minor, conceived as a complex imaginary, political and epistemic figuration, a praxis and a language that various minorities construct within a majority pedagogical way.

Keywords : neurodiversity; evaluation of learning; heterogeneous multiple times; pedagogies of the lesser; inclusion..

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