TOWARDS A PEDAGOGY OF OTHERNESS FOR COEXISTENCE IN COLOMBIAN BASIC EDUCATION

Abstract

The school should be a place for the transmission of knowledge, which also allows the development of other processes of interaction between people. It is necessary to take into account the transcendence of school coexistence as a subject and object of analysis and reflections on the work of the school in the formation of new generations, taking into account the vertiginous changes in which the new social dynamics in which the students intervene are moving. Now, it must be taken into account that educational institutions are regulators of norms and provisions that try to establish a vital minimum of adequate coexistence among its members, which allows them to experience a sense of security and tranquility. From this point of view, it is pertinent to propose the following general objective: to reflect on the pedagogy of otherness for coexistence in Colombian basic education. The methodology used is based on a documentary analysis from which emerges a theoretical contribution that brings as a result contributions for a pedagogy of otherness for coexistence in basic education, taking into account that it is possible to conclude that the pedagogy of otherness allows achieving the recognition of the other; understanding that it is possible to understand and comprehend all those who present differentiating characteristics, a relevant situation that should be considered in educational institutions, when students with special conditions are present; therefore an approach to what happens in the daily life of schools is sought.