Otherness and dialogue as constituting elements of education “ An outlook into the dialogical perspective

Abstract

This article aims to contribute to the study of the reception and the impact that 20th century dialogic thought has had on education, and to verify to what extent it has a potential to be explored for educational practices in the present.
The idea of the relation with the other and with the world as constitutive elements of the person, as the foundation and condition of existence of the singularity of each one within the context of the other singularities, is developed by several thinkers in the course of the twentieth century. In particular, Buber, Rosenzweig and Paulo Freire in Latin America “ in their multicultural reality, also of significant social exclusion “, deal with the issue of pluralism, coexistence as an essential factor and condition of being in the permanent formation of the person and of space interpersonal as a premise for the human.