Care in school: a world for a better life

Abstract

Inclusive education and care in schools are central themes in this article, aside from the teaching of care by arts, phenomenology and pedagogy. The authors address the need to transform educational dynamics to ensure an environment that respects children's rights, as well as a friendly context that generates constructive learning. The use of traditional disciplinary methods that perpetuate mistreatment, pain or humiliation is criticised; practices that should have no place in a system that seeks to promote well-being, inclusion and equity.

This work highlights the importance of seeing students as unique people, full of strengths –in contrast with practices that promote labelling students and only entails stigmatisation-, in the same way that it advocates for an education that values diversity as a source of richness and as an identity trait. It is argued that academic demands must be adjusted to the capacities of children and teenagers, avoiding sterile and unfair comparisons according to adult productivity, in order to form competent, full and prepared people for the society of tomorrow.

The work concludes by focusing on the relevance of creating a cooperative and reflective school environment, where care is a priority and where learning is not painful, but a constant source of aesthetic pleasure during moral development in social and natural contexts. This implies not only a review of educational structures, but also a socio-community commitment to human rights for the sake of an inclusive education that promotes the integral development of all students from equity.