PLURALITY AND INCLUSION: BUILDING RESPECTFUL RELATIONSHIPS AT SCHOOL

Abstract

Human beings, by their very nature, live in constant relationship with others, establishing social bonds within the historical and spatial context in which they are embedded. Coexistence among distinct individuals is not limited to physical, ethnic, or gender differences, but also involves subjective aspects that compose each person. These distinctions do not make anyone superior or inferior; they merely highlight human plurality. Thus, individuals should not be marginalized, but understood as subjects who complement each other and contribute mutually to the collective construction of values. Reflecting on the school environment, it becomes evident that the role of education is not to treat diversity as an obstacle, but to recognize it as a possibility for individual and collective growth, capable of strengthening and improving the teaching and learning process. Encouraging inclusive educational practices, grounded in interculturality, reinforces the notion of welcoming and effective participation of all students in the daily life of the school. Within this inclusive and intercultural approach, the actions developed by education professionals take on new meanings. Pedagogical organization, teaching strategies, and curricular proposals are developed collectively, always aiming at the student's integral development. In a more sensitive and humane educational space, historically minority groups find space to express themselves and be recognized. In this way, the school contributes to the formation of critical, conscious individuals prepared to exercise their citizenship responsibly in society.