La alteridad en el ambiente escolar

Abstract

Otherness is recognizing the other as a self in itself, understanding that the perspective of the other must be based on him, not on the experiences of a self, Enrique Dussel (1995) affirms: alterity is knowing how to think about the world from the alterative exteriority of the other, which has as a consequence the recognition of the other as other than oneself ... (p. 3) The school environment arises from the moment in which a teacher­student relationship is established, it was built and continues to be built according to the psychosocial context in which it seeks to define, “The environment is conceived as a daily construction, daily reflection, permanent singularity that ensures diversity and with it the richness of life in relation” (Ospina 1999) Then, the school environment is both the physical space that influences good teaching and learning, as well as the social influence that the child has in the environment that he frequents, as well as the way in which he is treated in his family nucleus and obviously the historical framework that affects our actions. It is from these two concepts that this investigative article is projected, seeking why it is important that otherness is present in school environments.