Reconfigurando la educación desde el paradigma de la neurodiversidad

The persistence of deficit-based approaches in education has historically marginalized neurodivergent students, interpreting their differences as deficits rather than legitimate expressions of human diversity. In this context, this monograph aims to critically analyze the theoretical foundations, concrete applications, and persistent obstacles in implementing neurodiversity-affirming practices in formal educational settings, with the goal of contributing to a pedagogical transformation that not only includes but also celebrates the diversity of human minds. A qualitative methodology was employed, based on a critical systematic review of indexed academic literature, integrating thematic analysis with an ethical-political perspective. The results indicate that affirming practices, both in the classroom and in socio-emotional relationships and institutional structures, require systemic change that goes beyond individual accommodations. The most significant conclusion is that neurodiversity does not benefit only a specific group; rather, it drives a comprehensive pedagogical reconfiguration that enriches the educational experience of the entire community, promoting cognitive justice, mutual respect, and meaningful learning.