Between discourse and classroom reality: a systematic review of diversity, school coexistence, and pedagogical practices (2011–2025)
DOI:
https://doi.org/10.55560/arete.2026.24.12.8Keywords:
Diversity, pedagogical practices, school coexistence, inclusionAbstract
This study analyzes teachers' conceptions of diversity, school coexistence, and pedagogical practices in different educational contexts through a systematic review of scientific literature. The research was conducted using a qualitative approach based on the PRISMA 2020 guidelines, which made it possible to identify, select, and analyze 82 scientific articles published between 2011 and 2025. Documentary matrices were used to organize and interpret the findings according to three categories: diversity, school coexistence, and pedagogical practices. The results indicate that diversity is conceived as an inherent condition of educational contexts and a fundamental principle of inclusive education. However, tensions persist between institutional discourses that promote inclusion and the practices implemented in school settings. Likewise, the reviewed literature highlights a close relationship between school coexistence and the ways teachers recognize and manage diversity, contributing to the creation of spaces that promote participation, respect, and the development of democratic relationships. In this regard, pedagogical practices emerge as a key element in the consolidation of inclusive educational environments, although their implementation continues to be influenced by limitations related to teacher training and institutional support.
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