Prácticas De Reconocimiento, Redistribución y Participación En Contextos De Diversidad Educativa: Un Estudio Comparativo Desde Una Perspectiva Crítica

Abstract

This research emerged from a series of observations concerning the issue of recognition practices among students from two educational institutions in the city of Bogotá, particularly those enrolled in contexts of diversity. These practices are shaped by the institutional logics of normalization and are expressed through stereotypical views derived from the multiculturalism promoted by the neoliberal model.

To analyze this issue, the study draws on the theoretical frameworks of recognition and redistribution proposed by Axel Honneth and Nancy Fraser, as well as on the concept of normalization developed by Carlos Skliar and Joan-Carles Mèlich. Accordingly, the main objective was to analyze, from a critical and comparative perspective, the recognition practices among adolescent students (aged 14 to 18) in contexts of educational diversity at Jorge Isaacs School and the Technical and Industrial Institute (I.T.I.) Centro Don Bosco, in relation to dynamics of homogenization and stereotyping.

To achieve this objective, the research adopted a qualitative approach based on an Educational Action Research (EAR) methodology, consistent with its aim of contributing to transformative processes within the group involved in the mediation and intervention activities. Finally, in accordance with the observations obtained from the two interventions, the documentary review of both institutions, and the analysis of interviews conducted with educators throughout the EAR cycles, a process of data triangulation was carried out. The principal finding revealed the persistence of gaps between formal inclusion policies and genuine recognition in students' interactions.