RECOGNITION OF THE OTHER AND EDUCATIONAL MANAGEMENT

Abstract

This study aims to analyze school management from the philosophical and ethical concept of recognition of the other, which is manifested through participation, contextualization of learning and articulation of social actors in three special education schools and regular schools in the Salvadoran public education sector. Therefore, in order to highlight the gaps in school management based on an administrative approach, a qualitative research design was applied, using the multi-case study methodology with embedded units. The results show that a person-centered education is not enough, but rather rights and dignity must be recognized or education will remain in good intentions with a limited impact. For this reason, it is important to evaluate educational policies from an ethical and philosophical perspective because it is necessary to become aware of the conception of the person for which education is constructed, and how the citizen who will participate in the learning process is visualized. In this context, school management based on the recognition of the other can be an opportunity to transform education, beginning with the participation of actors in the school setting.