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

This article presents a theoretical review of identity and education that argues for the pertinence of the social identity category in order to understand processes of social inclusion. Starting from the reflection on the plurality and diversity of educational actors and the recognition of tensions and conflicts between individuals, groups and cultures, a view is made that starts from the discussion on social identity and its pertinence to address various social phenomena at a theoretical and empirical level. In the development of the article, some research findings on social identity and education are presented, the role of the school and its difficulties in the construction of social identities and the dynamics of homogeneity and heterogeneity present in the school world are discussed. Finally, questions are generated about possible inquiries and ways of approaching processes involved in the construction of social identities in the school context.