Exclusion among peers: its implications for the students’ education

Abstract

Thispaper aims to callattention tothe practices of exclusion that take place in the school through the interaction amonghigh school students, bothin the classroom andoutside of it. Our goal isto understand to what extent the exclusion that manifests itself through relational dynamics among peers is accompanied by implications for the formation of these students.

As theoretical referents, we turn to the concept of intersubjectivity from aphenomenological perspective, as well as to the presuppositions ofsymbolic interactionism and Honneth’s recognition theory, which help to articulate the central concepts of exclusion, students’ interaction and education.

The researchwork consisted ofbibliographic review that allowed usto find differentstudies and researchrelated to the subject, as well as tolearn aboutthe main approaches adopted both in our country and abroad.

The results reveal the current situation of the problem, as well as the need to attend to the characteristics of the relationships established amongthe students, especially considering the importance of peer relationships for the effective achievement of the curricular goalsand the satisfactory development of individual and collective identity processes.