Docentes universitarios con discapacidad: Experiencia y enseñanza

Abstract

This article presents the preliminary results of a developed scan to identify the ways how the disability experience is reflected in the teaching of university professors with this condition. Six teachers with disabilities, currently in-service teaching at different universities in Bogotá, Colombia participated in this study. The partial results presented here correspond to the analysis of structure of videographic registers, emphasizing the definition as teaching gesture, according to the theory of didactic joint action and the methodology of clinical didactic for the analysis of teaching-learning situations. We found that the experience of disability is evidenced clearly in defining gestures of teachers and has a very important role in the educational process.