Language And Socialization

Language and socialization

Introduction

Another work that stands out for the relevance it gives to otherness in education, is the article entitled Reflection and Pedagogical Transformation. Recognition to otherness, prepared by Andrea Olmos Roa, Martha Sánchez Dettmer and Alfonso S. Correa Reyes of the National Autonomous University of Mexico. Fes Zaragoza, which although it is raised in the university context, touches several elements that are reflected in primary schools such as discrimination that is related from pedagogical experiences, which allow a parallel between different contexts, but with problems that we find very similar , as soon as both are based on attitudes of discrimination against otherness regardless of the characteristics that configure it. 

Developing

Likewise, I found the article an education from otherness, Vargas Manrique. Which aims to propose an education from otherness, based on dialogic thinking, to change all aspects that relate to the construction of a new pedagogy such as the curriculum, the teaching-learning method. It also takes into account three Latin American thinkers, they are Freire, Skliar, and Dussel, who are recognized for their contributions to a pedagogy from the other, and the fundamental role of language and communication as a dialogic encounter between educator and educating, aspects that allowed me to expand my gaze regarding the work that was done in this proposal. 

Anahí González and Gabriela Plotnik also in their article of homogeneity to diversity? The construction of the otherness of the external migrant in the educational field, González & Plotnik.

This research analyzes the representations that native teachers have of their migrant students, from 14 focal groups. To establish this analysis, the premise that the economic aspect is largely generated by the migration waves in Argentina, which triggered discrimination speeches towards the population that came from South American and Asian countries and based on the basis was based on the binary scheme that became the construction of otherness.

That thanks to the school was reproduced from the differentiation among others and us that was the basis of teachers’ ideological discourse, and that became a speech where the different should be homogenized. As for the school environment, diversity was an obstacle that should be defeated, so students had migrants were slower to learn, so the research carried out raised the negative positive impact of the conception that the teachers had in relation to them. Thus this article will make myself reflect not only in relation to the relationships that the students established between them but also in the way I interact with otherness.

As for the school environment, diversity was an obstacle that should be defeated, so students had migrants were slower to learn, so the research carried out raised the negative positive impact of the conception that the teachers had in relation to them. Thus, I will reflect this article not only in relation to the relationships that the students established between them but also in the way I interact with otherness, as well as their conception that migrant students were slower to learn to learn.

conclusion

So the research carried out raised the negative positive impact of the conception that the teachers had in relation to them. Thus, I will reflect not only in relation to the relationships that the students established between them but also in the way I interact with otherness, as well as their conception that migrant students were slower to learn, so The research carried out raised the negative positive impact of the conception that the teachers had in relation to them. Thus this article will make myself reflect not only in relation to the relationships that the students established between them but also in the way I interact with otherness.