From social exclusion to the recognition of dignity in educational contexts

Abstract

The purpose of this article is to establish some fundamental aspects of recognition in educational settings, since this responds to all types of social exclusion that arise in school contexts. In this regard, it was addressed how the issue of social and educational exclusion is contextualized. Then, the cohesion that exists in human dignity and recognition was developed, since this helps to legitimize recognition practices in educational processes. Subsequently, the configuration of alterity as a possibility of encounter and recognition in the context of education was approached from a transformative perspective in the dialogical processes that are consolidated in the classroom practices. Finally, it was found important to encourage a pedagogy of recognition in educational practices, based on the learning of the service in educational institutions