Educational responsibility at school as a strategy for the recognition of alterity

Abstract

An indissoluble relationship links education and the ethical dimension. Therefore, if pedagogy still intends to be emancipating theory and practice, it must strive to encourage each student’s critical thinking and need for autonomy. In a democratic perspective, and because it is a privileged locus for education, culture and civil cohabitation, school can no longer be a place of discrimination, where class dynamics are reproduced. It is under the obligation to keep alive a yearning for knowledge and for change for the better. School is not a place for and of competition; it is an agency responsible for culture, solidarity, and citizenship. After all, responsibility in education is an addressing of the possible, not a dogmatic principle, being a criterion that leads to liberty, with an eye to a future that always asks questions of the present.