Reflexão sobre alteridade no espaço escolar

Abstract

This article aims to promote reflection on the exercise of alterity in school space and its relevance for the teaching-learning process of children, which share their individualities with each other. The research is justified by the emergence of practices that effectively value the uniqueness of the individual in the school space, in in line with the humanizing theoretical bases present in the professionals’ discourse of education. The methodology used is bibliographic, developed from references contemporary theorist on the topic discussed. The texts that support the discussion address themes such as individuality, culture and society, otherness and the social function of school. In its structure, the work begins with the presentation of a concept of alterity, followed by a topic about the child “as a no” to, finally, discuss the otherness in the school space. We conclude that alterity, in addition to contributing to the learning and development of the child in the school space, in all its aspects (cognitive, physical, affective, social, emotional), is necessary for the construction of a cultural space that embraces diversity as a premise for the growth of all subjects who live together and build the school in their daily relationships, from the practice of tolerance and acceptance.