Educational justice. Rethinking teaching as an emancipatory practice

Abstract

In this article, we posed somethoughts around the school systemas an institution that produces andreproduces violence and inequality.Setting up as central axis both the school and the educational role ofthe teacher as the scene, actors, andmechanisms that avoid or impinge onthis phenomenon. And young peopleas subjects of interest, because it is a segment of the population that is inconditions of greater vulnerability, such as poverty, poor quality of life,limited access to education, and de-cent jobs. In this scenario, the aim isto problematize the topic in order tounderstand its magnitude and com- plexity within the education system;and at the same time rethink educa-tional transformation practices and processes, which allows imagining a school system that provides tools, care policies, and humanization processesintended to ensure equal opportunitiesand a better quality of life.