Understanding Social Exclusion Through a Sociopedagogical Perspective: Theoretical Frameworks and Pedagogical Implications

Abstract

This paper analyzes social exclusion as a multidimensional process of rupturing the relationship between the individual and society, transcending the framework of material deprivation. The purpose of the study is a theoretical deconstruction of the phenomenon from a socio-pedagogical perspective, critically examining the mechanisms of marginalization within the educational system. The analysis encompasses the evolution of discourses and a comparison of key paradigms - solidarity, specialization, and monopoly - identifying the ideological differences that determine institutional action models. Key pedagogical implications suggest that educational inequalities are not merely the result of socioeconomic deprivation but are deeply rooted in the mechanisms of the hidden curriculum. Through symbolic violence, these mechanisms produce the paradox of “exclusion within inclusion,” where formal presence does not guarantee authentic belonging. Such pressures systematically weaken individual agency, while the contemporary digital divide acts as a technological multiplier of old forms of marginalization, perpetuating existing power structures. By affirming pedagogy as a practice of empowerment, the paper emphasizes a shift from technical models of mere cohesion toward authentic social inclusion. The pedagogical response focuses on transformative action and changing the conditions that generate marginalization, fostering a critical subjectivity where the student evolves from a passive recipient into a conscious agent.