Assuming diversity and difference in the educational process. Limits, opportunities, consequences
Assuming diversity and difference in the educational process. Limits, opportunities, consequences

Summary/Abstract: The traditional pedagogy is built following a homogeneous, unitary public speaking from a cultural, ethnic, linguistic, spiritual point of view. In fact, the school was designed to serve a monolithic community with members presenting the same relief and socio-cultural characteristics. In the meantime, the design and operation of a ‘community’ have changed. The community is no longer historically linear, undifferentiated, or congruent by ethnic or spiritual lineage. Not to mention the fact that socio-economic unevenness leads to cultural stratification or belonging to different value positions. The class of students brings together dissonances or contrasts that can hardly be modeled or managed by the action frameworks or procedural assumptions of yesteryear. Educational policies at the macro or micro level have also changed, satisfying particular needs or situations that were traditionally not taken into account. What would be the guiding principle for adopting and implementing options when it comes to taking on the different and differentiating in training? By what strategies and ways can the requirement of respecting diversity be met? What are the constraints, limits, and obstacles - objective, technical, circumstantial - that may arise in activating this principle? What are the consequences of dissipation and fragmentation of values or actions from the perspective of didactic teleology and praxeology? These are some questions to which we propose some answers in this intervention.

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