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Diana Genoveva Guerrero-Arce ; Eduardo Pérez-Archundia (2016)
  • Publisher: Universidad Autónoma Indígena de México
  • Journal: Ra Ximhai (issn: 1665-0441, eissn: 1665-0441)
  • Subject: differences | discrimination | school environments | exclusion | Social Sciences | H | Social sciences (General) | H1-99

This article of reflection shown below is an analysis of how inclusion schemes change from a positive perspective from the peace studies and planning coexistence, considering elements of relevance as the conceptualization of discrimination, learned disabilities, public policies that attempt to include from the exclusion and the role of planning in the harmonic coexistence inclusion not only in school settings but socially, as an alternative that promotes respect for differences and consider redesigning programs rather than promote inclusion, wear combating discrimination and exclusion, resulting in more emerging preventive and educational actions. It is considering the need for listing proposals from a new paradigm that considers differences as elements that enrich the school environment and allow peaceful coexistence through diversity, which it is directly linked to that observed in the planning of coexistence that is taking place in schools in School Education of the State of Mexico inclusive education.
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