Universal Design and Exclusion in Latin America: A Critical Perspective Based on the Philosophies of Liberation

Abstract

This article argues that Universal Design has been implemented uncritically in Latin American contexts, resulting in limited effectiveness. This outcome is attributed to historical and sociocultural factors, which are examined through a critical epistemological lens to understand their impact on the practice of Universal Design, with a focus on inclusive education. A literature review presents first theoretical and contextual aspects of Universal Design, functional diversity, and educational inclusion in Latin America. Then, it is problematized to identify those points that hinder the advancement of Universal Design and equity in education, resulting in the dehumanization of people with disabilities. Finally, the theoretical framework of Latin American Liberation Philosophies is proposed as a conceptual foundation capable of supporting, contextualizing, and re-signifying Universal Design. Drawing from the reflections developed in this study, Analectic Design is proposed as a new disciplinary response to dehumanization. This proposal represents an emerging line of research that opens new theoretical perspectives for the field of Design, challenging the boundaries of the discipline.