Abstract:
Diversity in the school context is essential for building inclusive and welcoming educational environments that respect different identities, cultures, and vulnerabilities. The interaction of dimensions such as gender, ethnicity, disability, and economic conditions directly impacts the teaching-learning process, highlighting the need for pedagogical strategies that promote equity and value differences. In addition to recognizing plurality, it is crucial to address social and cultural vulnerabilities, such as poverty, discrimination, and domestic violence, which increase inequalities and impose challenges on the school community, often causing harm to students. The research addresses the role of teaching in mediating social relations and stimulating critical thinking, considering the importance of teachers paying close attention to the particularities of diverse students. It also discusses, , through the dialogue between Theology and education, the need for initial and continuing education that takes diversity into account, aiming at inclusive pedagogical practices. Thus, the aim is to investigate how the teaching perspective and innovative practices contribute to welcoming students in vulnerable situations, promoting their well-being and academic success. A literature review found that sensitive and inclusive teaching practices should consider gender, ethnicity, race, disability, and socioeconomic issues experienced by students. In this scenario, teacher training plays an essential role, preparing educators for innovative and welcoming practices. The collaboration of a multidisciplinary team and innovative strategies are essential to ensure student well-being and equitable learning, transforming the school into a space of citizenship, empathy, and social justice, thus promoting an inclusive environment. The research presents a proposal for teaching practice based on the literature review.
