BUILDING A CULTURE OF INCLUSION AND EQUITY

Abstract

This article aims to reflect on the importance of building a culture of inclusion and equity within the contemporary educational context, based on a theoretical and critical analysis of authors who discuss diversity, social justice, and human rights. This bibliographical research presents the conceptual and historical foundations of inclusive education, addressing the main theories that support pedagogical practices focused on valuing differences and recognizing human dignity. It analyzes the contributions of thinkers such as Vygotsky, Paulo Freire, John Rawls, and Boaventura de Sousa Santos, who, each in their own way, advocate for a transformative, democratic, and socially just education. The study also discusses the role of schools as spaces for coexistence, dialogue, and respect for cultural, ethnic, gender, and functional diversity, emphasizing the need for public policies and pedagogical practices that ensure access, permanence, and academic success for all students. It concludes that the consolidation of an inclusive culture depends on the articulation between theory, practice, and ethical commitment, promoting an education that recognizes human plurality as an essential value in building a fairer and more equitable society.