Valoración de barreras arquitectónicas y posible expulsión educativa en los laboratorios de química general 107 y 112 de la Escuela de Química de la Universidad de Costa Rica

Abstract

The SDGs and the 2030 Agenda adopted by the government of Costa Rica require us to consider both architectural barriers and the possible educational expulsion that they entail. Within the modest literature published regarding architectural barriers in universities, their analysis in chemistry laboratories is not considered. For this reason, we decided to analyze the physical barriers present in School of Chemistry´s laboratories 107 and 112 in the University of Costa Rica, where multiple courses of general (introductory) chemistry are taught for careers in areas such as: health, basic sciences, and engineering of that institution. The analysis focuses on didactic, ergonomic and in emergencies functionalities, linked to the detected architectural barriers and their possible educational expulsion of people with functional diversity, proving to be a conditioning factor of inclusive education from the institution. It is recommended to consider them when return to face-to-face attendance in this year 2022, as established by the University of Costa Rica´s Rectory. It was found that the greatest architectural limitations are for wheelchair users or short stature, due to the height of tables and mechanisms for activating safety devices. Finally, this analysis can be performed and applied in other institutional laboratories.