Los niños y los otros. Dos estudios de caso acerca del imaginario y la diferencia
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Abstract
This paper presents the results of a research aiming at knowing the imaginary of the other that children of two alternative pedagogical system (Freinet and Montessori) schools from Mexico City have. It started from the theoretical concepts of difference (characterization), otherness (contextualization) and alterity to build imaginary approaching stages. Data were obtained from discussion groups in which diverse methodological tools such as photograph classification and braimstorming were implemented. After analayzing results, it was concluded that the school has an important influence in the construction of the mental images children have about difference and otherness, and that the direct experience allows a greater approach to the otherness. From this analysis, we conclude that, due to the nature of the two systems Montessoru and Freinet, children's imaginary in both schools is located in the difference and is approaching to the otherness.
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