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The pedagogy of alterity: a paradigm of education in construction
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DOI：10.35575/rvucn.n77a13.png)
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Abstract
En 中文
This article presents a theoretical-conceptual reflection on the of pedagogy of alterity construct, with the aim of interpreting the educational approach and scope of this new paradigm of moral education. Using a qualitative methodology based on a non-systematic literature review and employing the documentary analysis method, the categories that support this paper emerged. Namely, the pedagogy of alterity as a paradigm of education that seeks another way of educating, from the responsibility to live in peace, justice, solidarity and with environmental commitment. The characteristics or features that identify it: acceptance, responsibility, compassion, testimony and hope. The educational relationship, seen as an ethical relationship and the empirical research that addresses the subject. By way of conclusion, it can be seen that the pedagogy of alterity offers possibilities for introducing axiological change within educational institutions that seek to transform their social and community environment. Limitations in its implementation due to the need for teacher training on theoretical foundations and educational practices, and the closed curriculum that hinders its autonomous implementation. Likewise, the scarcity of empirical studies encourages continued research in real educational contexts.
Keywords:
Moral education
Ethics
Paradigm
Pedagogy of alterity
Responsibility
Journal
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191
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