SOCIJALNA UKLJUČENOST MARGINALIZOVANIH GRUPA KROZ PRIZMU VASPITNO-OBRAZOVNOG SISTEMA
SOCIAL INCLUSION OF MARGINALIZED GROUPS THROUGH THE PRISM OF THE EDUCATION SYSTEM

Summary/Abstract: The paper starts from the point of view, that the social inclusion of marginalized groups begins with educational institutions. Considering that the right to education, is one of the basic rights of every individual, the relationship of the education system towards marginalized groups was analyzed. Theoretical starting points, are based on several different aspects of marginalization, as well as examples from practice that best describe the current social situation. The basic premise for eliminating any kind of discrimination is various programs within preschool and primary school institutions, as well as examples of pedagogical advisory work. The paper is largely concerned with the phenomenon of inclusion, as a safe way to encourage social inclusion. National minorities, Roma minorities, delinquent students, the disabled, students from poor families and other marginalized groups often experience the first injustices and discrimination already at school age. This is precisely why the topic of this work is focused on the school, as an institution that can be a way to provide the same opportunities to everyone. Equal rights and opportunities for every student should be an imperative of modern society, and therefore the primary goal of educational practice. Even though reality is full of negative examples, it can be a motive for progress and necessary changes. How much influence schools have in inclusion of each individual in social life? How much is the responsibility of each individual in the educational system? The stigmatization of certain social groups cannot be an unsolvable problem, if we approach it adequately from all pedagogical aspects. It is concluded, that the key of social progress lies precisely in the great potential of the educational system. Opportunities for inclusion in society do not arise only as a result of political activity, but primarily through the education system. Educating an individual is not only an opportunity for his individual involvement in social flows, but also a willingness to accept an individual who does not conform to the usual value systems.

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