ALTERITY AS THE FOUNDATION OF INTERCULTURALITY: A REFLECTION ON PEDAGOGICAL PRACTICE
DOI:
https://doi.org/10.63330/aurumpub.011-062Keywords:
Alterity, Interculturality, Inclusive education, Language and curriculum, Critical pedagogyAbstract
This article analyzes the importance of alterity as a foundation for building inclusive and democratic pedagogical practices. Drawing on Rattero (2021) and other theoretical frameworks, it discusses the role of language and curriculum in reproducing or overcoming prejudice and exclusion within the school environment. The argument emphasizes that schools, by valuing cultural diversity and promoting intercultural dialogue, can become spaces for critical education and social transformation. Rather than seeking standardization, education should recognize the uniqueness of individuals, creating environments that respect and embrace differences. In this sense, interculturality is presented as a fundamental tool to strengthen citizenship, foster encounters with the “other,” and prepare students for the challenges of a plural and democratic society.
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Copyright (c) 2025 Fernando da Conceição Sodré (Autor)
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