Escuela e identidad social. Comprensión y acción de procesos de inclusión social

Abstract

Abstract In this article, we present a theoretical review about the relationship between identity and education to describe the relevance of the category social identity for understanding social inclusion processes. We offer a reflection on the plurality and diversity of educational agents, the tensions and conflict between individuals, groups and cultures from social identity and its relevance to approach various social phenomena in a theoretical and empirical level. We present some research findings about social identity and education and discuss the role of the school and its difficulties in the construction of social identities and dynamics of homogeneity and heterogeneity at school. Finally, we present the most relevant topics to deal with processes involved in the constructions of social identities in the school.