Abstract

This article analyzes alterity as a key factor to think of childhood as a transforming philosophical category, since this capacity is the starting point for the encounter between subjects who recognize each other as different and who wish to establish a dialogue to build a society together. better. This position implies questioning the predominance of adult centrism in society and vindicating the role of children as agents of social change. Methodologically, the article is based on an exhaustive bibliographical review that mainly considers research and books from Mexico, Brazil, Chile and Spain that focus on the need to reflect on the relationship between childhood and alterity. The descriptive-argumentative method was used to build reasoned and coherent arguments on the topic examined. After the analysis of the bibliography, the need to deconstruct traditional education is argued so that boys and girls can go to meet the other, respecting their diversity and welcoming them into their world. As a proposal for improvement, it is argued that the incorporation of the gender perspective, the intercultural approach and emotional education, and the assessment of the child's participation in their learning process, constitute the basic guidelines to configure alterity as a category resignificant power of infants in society.