Harmonious inclusion through peace education and planning for coexistence

Abstract

The following reflection article is an analysis of how to modify inclusion schemes from a positive perspective based on peace studies and coexistence planning, considering relevant elements such as the conceptualization of discrimination, learned disability, public policies that attempt to include through exclusion and the role of coexistence planning in harmonious inclusion not only in school environments but at a social level, as an alternative that promotes respect for differences and considers the redesign of programs that, rather than favoring inclusion, wear out fighting discrimination and exclusion, resulting in emergent actions rather than preventive and formative ones. It reflects on the need to make inclusion proposals from a new paradigm that considers differences as elements that enrich school environments and that allow harmonious coexistence from diversity, which is directly linked to inclusive education observed in the coexistence planning that is being carried out in the Upper Secondary Education schools of the State of Mexico.