Being with the other: acts of conviviality around inclusive education

Ser con el otro-actos de convivencia alrededor de la educación inclusiva

This review article aims to present a state-of-the-art approach to inclusive education in relation to coexistence and recognition of others. It addresses how inclusive education is understood and put into practice based on the recognition of human diversity and coe- xistence. A documentary review was conducted in databases and university repositories, selecting the keywords in titles and abstracts of articles and theses in Spanish: Inclusive education and coexistence and Inclusive education and recognition of others. It was found that there are national regulations and international guidelines regarding inclusive education, in addition to related theoretical and practical work, but its implementation in the classroom remains difficult, especially for teachers who are not trained in attention to diversity. Although classroom practices that discriminate against some students based on their differences with respect to others still occur, a positive impact was also found in favor of inclusive education and the coe- xistence of global guidelines from organizations such as UNESCO and UNICEF in national and institutional dynamics. The conclusion is that, nevertheless, inclusive education, based on recognition and coexistence, is perceived as a process for creating equal opportuni- ties, within the respective methodological and political limitations of each educational institution.