Aula diversa, posición del maestro y reconocimiento del otro en la interacción simbólica desde una perspectiva crítica

Abstract

This qualitative research explores the role of the teacher and their critical stance within a diverse classroom, focusing on sixth-grade students at Liceo Formación. The study examines how teachers’ discourses, pedagogical practices, and symbolic interactions play a key role in processes of inclusion, in the recognition of diversity, and in the construction of social meaning within the school. The research is grounded in theoretical frameworks of critical pedagogy, symbolic interactionism, and inclusive education, understanding education as a human right and as a space for ethical coexistence.

Using a qualitative approach with an ethnographic design, data collection was conducted through semi-structured interviews, a field diary, and content analysis. Data processing involved a combination of deductive and inductive coding, with results organized into four analytical categories: diverse classroom, teacher’s role, symbolic interaction, and critical perspective. The triangulation of these categories with the study’s objectives enabled a more comprehensive interpretation of how teachers understand and respond to diversity.

The findings reveal tensions between institutional discourses on inclusion and what actually takes place in classrooms. Although diversity is acknowledged as a fundamental principle, it is often translated into segregation, driven by a rigid curriculum and assessment systems focused on numerical outcomes. However, reflective and creative teaching practices can also be identified, promoting recognition, solidarity, and critical learning. From this perspective, the teacher emerges as a political and ethical agent capable of fostering a democratic culture of inclusion. The study concludes that it is essential to strengthen ongoing teacher education, encourage collaborative work, and develop pedagogical strategies that value difference as a foundation of human formation.