El reconocimiento de los jóvenes no oyentes del colegio Jorge Eliecer Gaitán

Abstract

Social processes converge in the school, a living and historical space where collective and individual learning is combined, in which ways of being, thinking and acting of the person are constructed and deconstructed. In this way, the subject immersed in it can recognize himself as a person, capable of reaffirming himself in who he is from his daily action; from his belonging to a collective, where the concept of justice and appreciation for the other, are intrinsically linked to the idea of mutual recognition as proposed by Axel Honneth3. It is precisely in the school where the person is made visible as a historical subject; a subject capable of transcending his vital space. It is in schools where recognition plays a fundamental role in the development of the being, where recognition becomes a transversal category in this educational research, gaining importance in the subjective and intersubjective relations in the construction of pedagogical memory. For this reason, this institutional educational experience, which has been systematized, opens a window to reflection on the recognition of subjects, educational praxis, the application of public policies, and coexistence, all of which take place within the school, among other elements that are manifested in everyday life, in order to make the recognition of the person in the school world permanent and transcendent in the construction of a more inclusive and democratic society.