Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(4), 1, 2024
https://doi.org/10.62574/rmpi.v4i4.222
1
Inclusion and otherness in education
Inclusión y otredad en la educación
Today's educators must be prepared to deal with a complex and diverse educational environment.
Cultural inclusion, fostering meaningful interactions and preparing for uncertainty are essential to
develop students who can meet the challenges of the 21st century. Therefore, inclusion is not
only limited to the physical integration of students from different cultures in the classroom, but
implies a genuine recognition and respect for their identities and experiences.
In this vein, Pincheira-Muñoz (2021) addresses the concept of otherness and otherness, noting
that immigrant students bring with them not only cultural diversity, but also new ways of seeing
the world. Educators must promote an environment where these students feel valued and can
actively participate, which also enriches the learning of local students. This inclusion of cultural
identity is a pillar for a more equitable education that respects diversity, an issue that has become
central in multicultural societies.
For their part (Osorio-Gómez, Vidanovic-Geremich & Finol De Franco, 2021) stress that teaching
is not a unidirectional process, but is intrinsically linked to the interaction between students and
teachers. In this sense, the educator acts as a mediator who facilitates active learning,
encouraging dialogue and the joint construction of knowledge. This implies that teachers must be
willing to adapt their methodologies, integrating digital technologies and fostering collaborative
learning environments. Constant and meaningful interaction in the classroom allows students to
develop not only cognitive competences, but also social skills essential for their holistic
development.
In contrast, the concept of transcomplex education proposed by González-Velasco (2021)
suggests a way of thinking about education in the context of the uncertainty and complexity of our
time. In a world where technological and social changes occur rapidly, traditional educational
systems, focused on the transmission of fixed content, become insufficient. Transcomplex
education proposes to train students to be able to adapt to and manage situations of uncertainty.
This approach involves the development of competences such as critical thinking, complex
problem-solving skills and creativity, which are essential for students to be able to cope in a
constantly changing work and social environment.
Therefore, in contemporary education, the preparation of pedagogues to deal with the increasing
cultural diversity and complexity of the educational environment is crucial. The approach to
cultural inclusion is no longer limited to the mere integration of students from different
backgrounds in the classroom, but requires a deeper consideration of their identities and
experiences, promoting their active and respectful participation. As Pincheira-Muñoz (2021)
points out, immigrant students bring with them new perspectives that not only enrich learning, but
also contribute to the creation of a respectful and equitable classroom environment. True inclusion
implies a commitment to the recognition of otherness and otherness, key elements for an
education that celebrates diversity in all its forms.
Alba Susana Valarezo-Cueva
https://orcid.org/0000-0002-5484-9232
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(4), 1, 2024
https://doi.org/10.62574/rmpi.v4i4.222
2
REFERENCES
González-Velasco, Juan Miguel. (2021). La Educación Transcompleja una nueva forma de pensar
la incertidumbre [Transcomplex education a new way of thinking about uncertainly].
Revista CON-CIENCIA, 9(2), 67-83. https://doi.org/10.53287/rqla9910zy25i
Osorio-Gómez, L. A., Vidanovic-Geremich, M. A., & Finol De Franco, P. M. (2021). Elementos del
proceso de enseñanza – aprendizaje y su interacción en el ámbito educativo [Elements
of the teaching-learning process and their interaction in the educational field]. Revista
Qualitas, 23(23), 001-011. https://doi.org/10.55867/qual23.01
Pincheira-Muñoz, L. (2021). Las relaciones de otredad, alteridad e inclusión identitaria cultural
de estudiantes inmigrantes en espacios escolares municipalizados en la región
metropolitana [The relationships of otherness, otherness and cultural identity inclusion
of immigrant students in municipal school spaces in the metropolitan region]. Estudios
pedagógicos (Valdivia), 47(2), 355-369. https://dx.doi.org/10.4067/S0718-
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