Pedagogical strategies for building inclusive environments based on human rights and a culture of peace

Abstract

Achieving harmonious coexistence in a globalized, knowledge-based society is increasingly complex due to phenomena such as individualism, discrimination, inequality, and violence, which highlight the need to create more inclusive school communities. This research aims to analyze the pedagogical strategies employed by a kindergarten teacher in Mexico City to foster inclusive environments through education based on human rights and a culture of peace. The study uses a qualitative approach and a case study design, seeking an in-depth understanding of educational practices and classroom interaction dynamics through interviews and ongoing observations. The results show that the effectiveness of these practices depends on their adaptation to the characteristics of the group. Furthermore, the transformative impact of human rights and peace education on building democratic and respectful environments was identified, as well as the factors that can limit this process. In conclusion, teaching practices based on these approaches strengthen inclusion and promote an equitable, respectful, and inclusive school environment centered on recognizing others.