The purpose of this article is to establish some key aspects of recognition in educational settings, as this responds to all kinds of social exclusion in school settings. In this respect, it was discussed how the issue of social and educational exclusion is contextualised. It then developed the cohesion that exists in human dignity and recognition, as this contributes to legitimising recognition practices in educational processes. Subsequently, an approach was taken to shaping alterity as a possibility of meeting and recognition in the context of education, from a transformative perspective in the dialogical processes that consolidate classroom practices. Finally, the importance of encouraging a recognition pedagogy in educational practices, based on learning from service in educational institutions, was found to be important.