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This scientific essay is the product of a doctoral thesis that analyzes the issue of imposed coexistence as a control mechanism present in public institutions in Colombia, which generates vertical power dynamics that restrict dialogue, student participation, and the recognition of diversity, affecting ethical and civic education. Precisely for this reason, this scientific essay takes as its starting point a critical review of academic literature, doctoral theses, and recent institutional documents, integrating perspectives on inclusive education, the pedagogy of dialogue, and citizenship training. Initially, an analysis of the reality of school coexistence in the country's public educational institutions will be presented, recognizing the impact that student diversity has on school coexistence and concluding with an analysis of the role of dialogic encounter as an alternative to transformative pedagogy that proposes spaces for dialogue, where students participate in the construction of agreements through argumentation and active listening, promoting co-responsibility, conflict reduction, and the transformation of school culture. The concluding that the transition from an imposed model of coexistence to dialogical practices strengthens values education based on diversity and consolidates an inclusive, democratic, and ethical school environment, in which each student is recognized as a rights holder with sufficient abilities to coexist appropriately in society.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.
