Abstract:

Globalization as a multifactorial process on a planetary scale is based on the growing interdependence between states. This process is grounded on a model focused on economic growth, supported by the development of Information and Communication Technologies (ICTs). However, technological and economic transformations, far from shortening the distance between disadvantaged groups and communities, are further increasing the social gap in the form of inequality and social exclusion.
These processes of exclusion occur in all cities, especially in specific urban territories where different poverty indicators affect. This is the reality in our case study, Polígono Sur, a neighbourhood with about 40,000 inhabitants in the city of Seville, Spain, that concentrates high levels of social exclusion. In contexts such as this neighbourhood, the educational system is acting as one more agent in the process of social exclusion by reproducing in its curricular development the hegemonic social elements that give rise to social inequality.
However, these territories are also a fertile ground to initiatives and practices carried out by the educational social praxis in line with a Human Rights perspective. These alternative pedagogical models can contribute to promote inclusiveness in the educational system, thus reverting the processes of social exclusion in marginalized areas of our urban context.
In this paper, our objective is to analyse to what extent the Educational Plan of the Zone (PEZ) of Polígono Sur responds more to a model of traditional education or to an emancipatory one. To do this, a content study of the PEZ will be carried out, taking as theoretical reference the theories of social and cultural reproduction and the theory of correspondence.
Based on these methodological approach and theoretical perspectives, our results highlight those elements present in the curricular planning of the PEZ that generate processes of social reproduction, as well as those that overcome it. With this analysis, we show how it is possible to identify both alternative pedagogical elements that can effectively contribute to promoting inclusion, as processes that reproduce social exclusion through the educational system. Distilling one from another is key to effectively reverting the processes of social exclusion especially present in marginalized areas of our urban context.

Keywords:

Educational system, Globalization, Human Rights Approach, Social Exclusion, Alternative pedagogical models, Urban context.