Neurodivergencia en la Educación Superior desde la perspectiva del claustro: un estudio de teoría fundamentada sobre representaciones, mitos y oportunidades en universidades latinoamericanas
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https://doi.org/10.18050/psiquemag.v14i2.3853Palabras clave:
neurodivergencia, educación superior, inclusión, estigma, diversidad cognitivaResumen
Este estudio aborda la representación de la neurodivergencia en la educación superior desde la perspectiva del claustro académico, explorando sus percepciones, mitos y oportunidades para la inclusión. Utilizando un enfoque cualitativo y entrevistas semi-estructuradas con docentes y administrativos, se analizan las actitudes hacia los estudiantes neurodivergentes en una universidad de América Latina. Los resultados revelan que, si bien algunos docentes reconocen la neurodivergencia como un recurso pedagógico que enriquece el proceso de enseñanza-aprendizaje, persisten resistencias institucionales y culturales que dificultan la plena inclusión de estos estudiantes. El estigma y la falta de formación continua sobre neurodivergencia en el claustro son barreras claves para su aceptación y revelación. Se destacan las oportunidades pedagógicas de integrar diversas formas de aprendizaje, pero también las limitaciones estructurales, como la burocracia administrativa, que obstaculizan el acceso a apoyos. Las recomendaciones incluyen promover políticas inclusivas claras, la formación continua del claustro docente y la creación de espacios seguros para los estudiantes neurodivergentes. Finalmente, se sugiere profundizar en estudios longitudinales sobre el impacto de las políticas inclusivas y la experiencia de los estudiantes neurodivergentes en el entorno académico.
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