THE IMPORTANCE OF DEVELOPING AN ANTI-XENORACIST GUIDE AS AN INSTRUMENT OF EDUCATIONAL ACTION IN SCHOOLS

Abstract

This study discusses the importance of developing anti-xenoracist guidelines by schools as instruments of educational and institutional action in addressing racism and xenophobia. Drawing on reflections developed in the training pathway Rethinking the School: Theories and Practices for an Anti-Racist Education, as well as on research experiences concerning xenophobia in the school context, the paper problematizes the absence of systematized protocols and the normalization of discriminatory practices. The main objective is to reflect on the importance of creating anti-xenoracist guidelines in schools, analyzing how such documents can guide pedagogical and institutional practices in confronting racism and xenophobia. Methodologically, this is a qualitative study with a descriptive and participatory approach, grounded in the analysis of the training pathway and in professional and academic experiences. The investigation engages with national and state legislation, theoretical frameworks on anti-racist and decolonial education, as well as guiding documents. The results show that discriminatory practices persist even in the presence of well-established legal frameworks, revealing the need for clear and institutionalized protocols. It is concluded that the creation of anti-xenoracist guidelines constitutes an urgent action to strengthen the ethical and pedagogical commitment of schools, promoting more inclusive environments and ensuring educational responses to situations of racism and xenophobia. The study highlights that such materials not only organize procedures but also foster a school culture committed to human rights and to the appreciation of diversity.