Neurodiversidad: nuevos caminos para comprender lo humano. Un análisis de las resistencias al cambio en los sistemas educativos latinoamericanos

This essay focuses on the resistance that, in practice, has not allowed neurodiversity to be definitively installed in Latin American educational systems, thereby letting outdated notions prevail which are linked to medical and rehabilitative perspectives that seem to be anchored to early 20th century imaginaries of intelligence and learning, nowadays being reevaluated by cognitive sciences. Thus, five theses will be developed in this regard: (1) the idea that is still current in education about intelligence and learning, the links that both maintain with the conception of disability and the pathologization of the latter in schools; (2) the tendency towards ideals of happiness and success that are far from what is assumed as neurodiversity; (3) the apparent rupture between “intellect” and “emotion” and how this has been perpetuated in educational systems; (4) the distorted notion of care and the struggle regarding this concept and its implications, between the health system and the education system; and (5) the denial of what is now known as “antifragility”. Derived from the above, some recommendations will be made to implement in today’s schools.