Alterity and otherness

in teaching practice from an intercultural perspective

Abstract

The article addresses how teaching practice can incorporate the concepts of otherness and otherness from an intercultural perspective to promote an inclusive educational environment that respects cultural diversity. The importance of recognizing and valuing the uniqueness of the “Other” in teacher training is highlighted, moving away from a perspective centered on the “I”. Otherness implies an ethical relationship and the recognition of the other as different, while otherness underlines the need to welcome and value cultural diversity. It is concluded that the effective integration of these concepts in the initial training of teachers is essential to develop intercultural competencies and create an inclusive and harmonious educational environment.